服务他人获得经验：一个关于大学生参与服务学习的研究外文翻译（可编辑）

1、服务他人获得经验：一个关于大学生参与服务学习的研究外文翻译 外文翻译原文serving others and gaining experience: a study of university students participation in service learningmaterial source: higher education quarterly, 0951?5224author: daniela acquadro maran, giorgio soro, alessandra biancetti abstract unlike other countries, italy h

2、as no service learning, the method enabling students to join accredited voluntary organizations in order to gain experience in serving others. an investigation was conducted in 2006 and 2007 to understand the opportunity that service learning provides to young adults, community and volunteer associa

3、tions. the objectives were, first, to determine whether there is a need to forge links between the university and the world of volunteer work and, second, to describe the specific areas of action in the local context. a total of 603 video-recorded interviews were conducted. the findings show that th

4、ere is a need to create a network for helping institutions, neighbourhoods and young adults to assess the demand and provide an organized response for educational and community needs. as a result, starting from this year, turin university will be operating the first service learning in italy. introd

5、uction voluntary service in italy is on the rise, as documented by the findings of istat, the italian national institute of statistics istat, 2005 and by the italian foundation for voluntary service frisanco, 2001: nationwide data indicate that since 2001 there has been a 14.9% increase in the numbe

6、r of men and women who donate their time, and that volunteers now total around 4 million.young adults 18?30 years of age account for 36.7%. thanks to this commitment, the number of voluntary associations has grown by 152% since 1995, from 8,343 to 21,021 groups now providing services to approximatel

7、y 8 million people. psychologists have investigated the phenomena associated with voluntarism and young adults, focusing attention on motivational patterns marta, guglielmetti & pozzi, 2006; pearce, 1993; wymer, 1998, recruiting and screening procedures bussell & forbes, 2001, how gender differences

8、 affect approaches to participation taylor, 2005, the learning opportunities afforded by community service hedin, 1989; morgan & streb, 2001, and the impact that this experience has on individuals and the community israel & ilvento, 1995. for all of these issues, the research group at the school of

9、psychology at the universit degli studi di torino has conducted a study in italys piedmont region to investigate what encourages young adults involvement in voluntary organizations in such sectors as social work, health care, environmental protection and cultural promotion soro, 2004. the results pr

10、ovided insights into how individuals participate in community life, their reasons for volunteering and the sense of satisfaction provided by working without pay, as well as the rationale of voluntary organizations the rules for participation, recruiting and screening procedures and approach to commu

11、nity action. one of the points emerging from the data collected is that voluntary organizations find it difficult to recruit young adults who, having time and resources to dedicate to voluntary work, often fail to do so because of a lack of guidance houle et al., 2005. also, young volunteers are not

12、 always able to find activities that suit them, where they can offer their knowledge and skills to other people, or learn new skills themselves. as suggested by the literature in this area, the assumption underlying the current study is that the presence of a network that can promote the initiatives

13、 of voluntary organizations encourages young adults to join and that, at the same time, setting up structures at universities can be advantageous for the various actors involved bringle & hatcher, 1996. accordingly, there was a need to find out whether a locally-created network would succeed in main

14、taining contact between organizational actors: young adults, the community and voluntary organizations. the starting principle was that participating in voluntary work gives young adults an opportunity to gain experience useful to build their educational and professional curriculum wittmer, 2004. aw

15、arding academic credit for voluntary work is common in the english-speaking countries, where the term service learning service learning denotes the method whereby students can join accredited voluntary organizations to gain experience in serving others lisman, 1998; speck & hoppe, 2004. several auth

16、ors, including serow 1991 emphasise that in the humanities, service learning is a source of, and a stimulus to acquire, skills that would otherwise be postponed until the final stages of a students educational career for example, workstudy programmes, since here, contrary to other disciplines, provi

17、ding practice as a means of reinforcing and understanding theory is not seen as a primary goal hall et al., 2004; hollis, 2002: research indicates that students who have participated in service learning show better learning performance, more interest in the subject-matter, better problem-solving abi

18、lities and greater satisfaction with their chosen educational programmer sikula & sikula, 2005. the strategic value of service learning is not just for university students who gain an opportunity to learn and to put to the test the skills they have acquired or can acquire. it is also for the other o

19、rganizational actors involved in the educational process, namely both community and institutions bastedo, 2007; bringle & hatcher, 1996. while for the community, the value of having committed young adults as a resource lies in societys increased ability to help the disadvantaged or those who need as

20、sistance which is affordable, the institutions benefit from voluntarisms intrinsic value, which is its value in educating for citizenship annette, 1999 through experience of local area, organization and workings, thereby enhancing an understanding of opportunities, constraints and limitations involv

21、ed in dealing with public affairs. thus, local and national institutions can promote service learning in all situations where a university acts as an information clearinghouse bringing young students into contact with the associations that provide answers to the open questions of civil society soro,

22、 2004. this contact creates learning opportunities for students, voluntary organizations find resources with the kind of educational background they need and the local community witnesses increased sense of civic responsibility, which is the hallmark of democracy barber & battistoni, 1994. hence the

23、 objective of investigation, conducted in january?february 2006 and january?february 2007.the first goal was to assess the desirability or otherwise of forging links between university and the world of volunteer work to meet two needs, namely educating and having resources for projects to benefit th

24、e community giles & eyler, 1994. the second aim was to identify specific areas of possible action at local level and where young adults can direct their efforts in this area bussel & forbes, 2001. more specifically, the aim was: 1. to determine the relevance or otherwise for university students and

25、other young adults to be involved in volunteer work, whether a structure should be set up in universities for this purpose, and what areas in the community should be the focus of volunteer activities. 2. to find out which voluntary associations university students in the turin area are familiar with

26、, either directly or indirectly, and which areas they regard as calling for priority action and would be willing to engage in. two events thrusting turin on the international stage provided an opportunity to investigate: the twentieth winter olympics of 2006, and the xxiii world winter university ga

27、mes of 2007. for the winter olympics in turin during january and february 2006 first event, 20,000 volunteers were recruited and trained for 350 different jobs in five main areas including transportation, security and access control, spectator services, sports and assistance. many of these volunteer

28、s were university students, who applied for and received academic credit for, their participation. in the following year, turin hosted the xxiii world winter university games second event, in january?february 2007. 3012 out of the 6326 organizing committee staff members were volunteers. in preparati

29、on to previous years event, training courses were organized for these volunteers, who received university credit for their work. methodology investigation took place in stages. stage one consisted of a review of the literature dealing with voluntarism and young adults, which resulted in working plan

30、s and selection of interview and data analysis methods. in stage two an initial group of subjects was interviewed and the findings evaluated, while stage three involved interviewing a second group of subjects followed by evaluation of results. the first event 2006 ? which drew large numbers ? provid

31、ed a significant sample from the standpoint of subjects geographical origin. data was gathered through semi-structured interviews that addressed topics in connection with the first aim, namely: ? advantage for young adults of doing volunteer work; ? information/promotion activity by the university;

32、? priority areas for volunteer action in the community. the second event 2007, which attracted large numbers of university students, involved a more significant sample for the second aim of the investigation. questions were asked about: ? voluntary organizations with which interviewees were familiar

33、; ? priority areas for action in and around turin; ? sectors to which interviewees felt they could or would like to devote their time and resources. participants a total of 451 subjects were interviewed for the first event. fifty subjects were from countries other than that hosting the olympics 30%

34、great britain; 22% usa, 18% france, 10% canada, 10% spain, 6% the netherlands, and 4% japan.while subjects were evenly divided by sex, with 226 females and 225 males, the same was not true of age table 1. as interviewees participated spontaneously, the largest number of subjects was drawn from young

35、er age groups. during the second event, interviewees totaled 152 76 males and 76 females, all resident in turin and the surrounding areas and all students of turin university. as with the previous sample, interviewees were willing participants. for a better representation of the entire group of univ

36、ersity students, interviewers were asked to select subjects ranging from 18 to 28 years mode 23, median 22 in line with the entire undergraduate degree programmer, in accordance with the findings of the alma laurea 2007 study of this institutions graduates. the question categories indicated above we

37、re used in analyzing the text corpus from the interviews. procedure a total of 603 interviews were conducted. the same procedure was used for each group of subjects table 1 interviewees by sex and age agemales % females % 15?29 50 43 30?44 36 45 over 451412 as interviews were video-recorded, a camer

38、a operator was present in addition to the interviewer. this technique was used to permit lip reading should the words pronounced be unintelligible or dubious: interviews were held during the events in the presence of a lot of noise. video taped material was subsequently transcribed for further proce

39、ssing. the text corpus was analyzed using the question categories indicated earlier, and alcester 4.6 software took care of statistical analysis. this software is used in social sciences where data processing calls for studying the distribution of words and how they are associated matteucci & tomase

40、tto, 2002, permitting identification of the most characteristic words in textual units or chunks, and frequency of entire words and their reduced forms, that is, the words root. it also highlights unique words, the hapax legomena occurring only once. conclusion as was expected from reviewing the lit

41、erature, the findings that came to light in the course of the two investigations indicate a broad participation in voluntary work among young adults, who spoke of their willingness to do work of this kind table 2, and also identified the priority areas for action on the global scale table 4 and loca

42、l level table 6. in particular, the two groups of subjects assigned priority to the same areas hospital, elderly, children, with an significant difference: as the subjects interviewed at the time of the second event have experience and memories of the winter olympics of the previous year, the areas

43、they indicated included those associated with sports events and culture table 7, class iii. as for voluntary organizations known to interviewees, mention was made both of those active locally table 5, class ii and those operating in broader contexts table 5, class i. however, there was little real u

44、nderstanding of the local situation and its needs, particularly to the presumed need for volunteers in orphanages table 6, class iii, institutions that no longer exist, as well as those organizations mentioned by the subjects in general terms, without knowing their names or even their aims table 5,

45、class iii. interviewees also considered volunteer work as an opportunity for education for citizenship, which otherwise risks remaining unacknowledged and disregarded by institutions that are ubiquitous in public life table 2, class ii. interviews pointed to the lack of a support network as a real p

46、roblem one of the assumptions behind our study which the university can solve table 3, as well as overseeing implementation of initiatives to ensure that they are in fact what they purport to be, and that the experience will be meaningful, organized, consistent with the educational programmer and re

47、cognized in terms of academic credit table 3, class i. interviewees see multiple opportunities in this sort of experience, which they believe can help them both gain skills and gauge the types of skill and abilities they still need to acquire; additionally, it can be useful from the motivational sta

48、ndpoint, as they learn more about the local context where they can choose to pursue their future career译文服务他人获得经验:一个关于大学生参与服务学习的研究资料来源:高等教育季刊0951-5224作者:丹妮拉阿夸德罗马兰,乔治索洛,亚历山德拉贝蒂 摘要 与其他国家不同,意大利已经没有“服务学习”,该方法使学生参加经认可的志愿机构,在服务他人中积累经验。2006年至2007年的调查把了解服务学习的机会提供给年轻人,社区和志愿者协会。目标是:第一,以确定是否有必要建立大学与志愿者工作的联系。第二

49、,描述具体领域的行动,在当地603项采访结果表明,有必要建立一个网络去帮助机构和年轻人进行评估,并提供一个有组织的响应教育和社会的需要。因此,从今年起,都灵大学将在意大利进行第一个服务学习。 介绍 志愿服务在意大利是上升的,根据调查结果记录,国家统计局,意大利国家统计局(国家统计局,2005年)和对志愿服务(frisanco,2001年)意大利基金会:全国数据显示,从2001年出现了14.9%的增幅数量的男性和女性付出自己的时间,而志愿者现在共有约4百万.年轻人(18-30岁)占为36.7%。这证明,自愿组织的数目增长了152%,1995年以来,从8343到21021组现在提供服务的约800万

50、人。 心理学家调查,志愿服务相关的现象和年轻成年人,集中注意激励模式(玛塔,古列尔梅蒂&彭子,2006年皮尔斯,1993年;威默,1998),招聘和筛选程序(布塞尔和福布斯,2001),性别差异如何影响到参与办法(泰勒,2005年),社区服务提供学习的机会(斯文赫定,1989年; 摩根斯特雷布,2001),和个人、社会的经验影响,(以色列与ilvento,1995年)。 对于所有这些问题,心理学院的研究小组德利阿布鲁史都迪在都灵进行了在意大利的研究皮埃蒙特地区,调查哪些能鼓励青年学子参与社会工作,卫生等部门的志愿组织保健,环保和文化推广(索洛,2004)。这些结果为个人如何参与社区生活提供建议

51、以及解释了其参与志愿活动的原因,并解析了从无薪工作以及志愿组织中获得的满意度。(参与的规则,招聘和筛选程序社会行动和方法)。 从收集到的数据中显示出其中一点是,自愿组织很难招募到肯为志愿工作提供时间和资源的年轻人,是由于缺乏指导(霍尔等人,2005)。此外,青年志愿者并不总是能够找到适合他们的活动,一种他们可以为其他人提供自己的知识和技能,或自己能学习新的技能的活动。正如在这方面的文献表明,基本的假设目前研究认为,网络的存在可以促进志愿组织的倡议,鼓励青年成年人参加,同时,在大学设立结构可有利于参与的各种行为者(布林格尔&哈彻,1996)。因此,有必要找出创建本地的网络是否能成功地为组织之间的

52、行动者保持联系:包括年轻的成年人,社区和志愿组织的联系 。起始原则是参与志愿工作能使年轻人有机会获得有助于建立自己的教育和专业课程的经验(威特默,2004年)。 为志愿工作奖励学分在讲英语的国家是常见的方式,那里的术语服务学习(服务学习)表示出的方法是凭借学生参加被认可的志愿服务组织,以服务他人来取得经验(利斯曼,1998年;斯佩克&霍皮,2004)一些作者,其中包括长鬃山羊(1991)强调,在人文学科中,服务学习是一种来源,一种想要获得的刺激,一种将被推迟到一个学生的教育生涯最后阶段的技能(例如,操作研究方案),因为在这里,违反其他学科,提供实践作为一种强化手段和理论的理解不作为一个主要目标

53、(hall等人看到,2004年;霍利斯,2002年):研究表明参与服务学习的学生展示更好的学习表现,对主观问题更有兴趣,更好的解决问题的能力和他们选择教育方案时更大的满足感(sikula&sikula,2005)。服务学习的战略价值,不仅在于为大学生取得一个学习的机会,还考验他们已经获得或可以获取的技能。它还为其他教育过程中的组织行为者带来价值,即社区和机构(bastedo,2007;布林格尔及孵化,1996年)。而对于社会,那些年轻人致力于奉献的价值观是一种资源,这种资源取决于在社会中日益提高可以帮助弱势或需要帮助的人的能力,也在于这些院校从志愿服务的内在价值中获益,这是它在教育的价值公民身份(吕秀莲,1