Experienced Involvement (ExIn) in Social-Psychiatric Care of Germany-Challenges and Chances

This study explores the integration of Experienced Involvement(ExIn)in social-psychiatric care in Germany,emphasizing both the challenges and opportunities it presents.The European Leonardo da Vinci Project(2005-2007)established a curriculum for ExIn,promoting participatory structures in psychiatric services.While peer support is well-established in other European countries,Germany’s experience is still developing.This research uses a mixed methods design,combining quantitative surveys and qualitative interviews,to investigate the professional experiences of ExIn recovery companions and team colleagues in German clinics and support services.The findings reveal numerous benefits:for social-psychiatric services,ExIn enhances service quality,inclusivity,and accessibility;for team colleagues,it fosters reflexivity,hope,and trust,and improves self-care;for service users,it provides empowerment,easy access to support,trust,and hope,and offers credible role models.Despite these benefits,challenges such as stigmatization,lack of recognition,and financial constraints remain and require to be addressed.The study highlights the need and provides implications for a dedicated and inclusive approach to effectively implementing ExIn,ultimately enriching psychiatric care through experiential knowledge and reducing prejudice within mental health services.

Social Intelligence in Education: A Mediator Analysis of Attitude

This article reports on a study of social intelligence in education.Authors surveyed approximately 1,188 students in the north of Vietnam to assess levels of social intelligence in education including awareness,attitude,and skills.Independent variables included region and the gender of students.Although there are no region and gender differences in social intelligence,correlations and mediating relationships are found.

教育创新融资赋能高质量发展的理念架构与实践方案

自迈入新时代以来我国民众对优质教育的需求日益增加,教育高质量发展已成为最鲜明的时代趋势,更是教育强国建设之根基。相应地,统筹推动教育更高水平与更均衡的发展对教育财政供给侧改革提出全新要求,如何有效优化教育财政资金结构、动员社会协同育人成为关键。基于国际比较视野与我国教育强国建设实际,归纳新兴创新融资模式在教育财政供给侧改革中所发挥的关键作用,梳理其理念源流,分析社会影响力债券、微型税收与收入共享契约等工具的基本框架、运转模式与运行机制,结合国际案例综述教育创新融资模式的构型特点与实践优势,提出对我国教育财政体制机制现代化的若干启示:加快教育综合性基础设施投资托底、完善教育财政顶层设计与系统督导、恪守教育公平与法律保障的底线。

Human Capital of Family and Social Mobility in Rural Areas-Evidence from China

This research focuses on the impact of family＇s human capital on social mobility in China＇s rural community.Empirical research is conducted based on data from surveying a typical rural community in the past 20 yr.The study indicates that social mobility in rural area is active in the past 20 yr,and the human capital of family,represented by primary labor＇s education level,has played an essential role in mobility of low social class.Meanwhile,socio-economic development and the change of supply and demand in labor market dims the signaling role of degree education,but the impact of occupational training is increasingly remarkable.Therefore,the change from sole degree education to multi-leveled education including occupational education and training is a main way for China＇s rural families in low class to realize social mobility.

Social Work as a Research-Based Profession： Opportunities, Prerequisites and Restrictions

The concept of research-based social work is introduced and discussed from the point of view of preconditions for its realization. Attention is paid both to the academic research of social work and to opportunities for developing a knowledge-producing social work practice. Both of these are seen as essential elements of a research-based profession. On the one hand, the academic research is necessary for development of social work as a research-based professional system, and on the other hand, a knowledge-producing practice, conducted by research-oriented practitioners, can only be realized within such a system. Historically, social work has been partly developed as a knowledge-applying instead of a knowledge-producing profession, although the central founding pioneers emphasized the importance of an own-knowledge basis and theory formation, as well as the idea of knowledge-producing practice based on a corresponding professional identity. The future of social work as a professional system in modern society may depend decisively on how it develops a research-based professional identity, not only in the sense of academic research but also through practitioners with research orientation. These are practitioners who would be capable of research-based working in terms of creative knowledge production, thus of developing social work as a credible research-based profession. This can be created only through education in which the development of necessary professional skills is linked to advanced academic meta-skills. There are good reasons to suspect that a three-year education is too short for this.

大教育观念的实质及其对教育创新的启示

大教育相对于封闭的学校教育而言。大教育观念主张超越学校教育 ,促进教育社会化 ,协调社会影响 ,加速社会教育化。它要求加强各级各类教育的系统性和灵活性 ,充分开发和利用社会教育资源 。

Evaluation （POE） of Yildiz Technical University （YTU） School of Foreign Languages （SFL）

This paper deals with the post-occupancy performance evaluation of the SFL （School of Foreign Languages） that was designed by the authors and is located within the YTU （Yildiz Technical University） Davutpaa campus in Istanbul. After the completion and occupation of the building, project review came into question and a POE was performed. Post-occupancy performance evaluation tries to answer the questions of space provision for social interaction： ＂How is this building working？＂ ＂Is it intended？＂ ＂How can it be improved？＂ and ＂How can future buildings be improved？＂ Answers to these vital questions are searched under four main sections. In the first section, the study discusses the physical location and functional properties of the building, in the second, the design decisions of the building are discussed in the context of and design principles, in the third, the method of performance evaluation is explained, and in the final section, the results are analyzed and discussed. These results will lead to a path to improve the quality of the building.

A Case Study of an Iranian EFL Student Teacher＇s Professional Preparation and Development from the Perspective of Social Constructivist Approach

Language teacher professional development has recently shifted away from transmissionist approaches based on cascading or transfer of external knowledge toward social constructivist paradigm with a focus on the situationality of learning and teaching as social processes of sharing and （re）constructing personal meanings, understandings, and skills. The social constructivist view of teacher education values teachers＇ agency in constructing and shaping personalized knowledge as a socially constructed experiential process in context. So, the researcher as an EFL educator in an Iranian teacher education university investi- gates the professional development of an EFL teacher during a three-year-time span both as a student and then as a teacher. Teacher journals, observation, and interview as three appropriate data gathering tools were used to obtain triangulated data. Student teacher professional change during the time span, multidimensionality of professional development, and discursively shaped personal beliefs and knowledge and their influence on teaching actions and practices were the emerged themes of data analysis based on Strauss （Qualitative analysis for social scientists. Cambridge University Press, Cambridge, 1998） constant comparative method, including three steps of open coding, axial coding, and selective coding. The findings of this research challenge the transmission nature of teacher education which assumes student teachers as the conduits, requiring to be filled with skills, input, and knowledge lectured by educators as authority figures.

Jinglun Family Science Center Social Workers Educate the People About Life Issues

IN July 1993, instead of going on vacation, nearly 200 students from the Beijing No.25 Middle School attended a special class just for them. The three-day session made the girls eager for more knowledge. When the session ended, the students who had been to this classroom told their companions that they had been to a wonderful world.