服務(wù)他人獲得經(jīng)驗(yàn)一個(gè)關(guān)于大學(xué)生參與服務(wù)學(xué)習(xí)的研究【外文翻譯】

1、<p><b>　　外文翻譯</b></p><p><b>　　原文</b></p><p>　　Serving Others and Gaining Experience: A Study of University Students Participation in Service Learning</p><

2、p>　　Material Source: Higher Education Quarterly, 0951–5224</p><p>　　Author: Daniela Acquadro Maran, Giorgio Soro, Alessandra Biancetti</p><p><b>　　Abstract</b></p><p>

3、;　　Unlike other countries, Italy has 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 an

4、d 2007 to understand the opportunity that service learning provides to young adults, community and volunteer associations. The objectives were, first, to determine whether there is a need to forge links between the unive

5、rsity and the world of volunteer work and, second, to describe </p><p>　　Introduction</p><p>　　Voluntary service in Italy is on the rise, as documented by the findings of ISTAT, the Italian Nati

6、onal 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 number of men and women who

7、 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 associatio</p><p>　　Psychologists ha

8、ve 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 procedu

9、res (Bussell & Forbes, 2001), how gender differences affect approaches to participation (Taylor, 2005), the learning opportunities afforded by community service (Hedin, 1989; Morgan & Streb, 2001), and the impact

10、 that this experience has on individuals and the communi</p><p>　　For all of these issues, the research group at the School of Psychology at the Università degli Studi di Torino has conducted a study in

11、 Italy’s 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

12、results provided insights into how individuals participate in community life, their reasons for volunteering and the sense of satisfaction provi</p><p>　　One of the points emerging from the data collected is

13、 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 vo

14、lunteers are not always able to find activities that suit them, where they can offer their knowledge and skills to other people, or learn new skills themselves.</p><p>　　As suggested by the literature in thi

15、s area, the assumption underlying the current study is that the presence of a network that can promote the initiatives of voluntary organizations encourages young adults to join and that, at the same time, setting up str

16、uctures 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 maintaining contact

17、between organizational acto</p><p>　　Awarding academic credit for voluntary work is common in the English-speaking countries, where the term ‘service learning’ (service learning) denotes the method whereby s

18、tudents can join accredited voluntary organizations to gain experience in serving others (Lisman, 1998; Speck & Hoppe, 2004). Several authors, including Serow (1991) emphasise that in the humanities, service learning

19、 is a source of, and a stimulus to acquire, skills that would otherwise be postponed until the final stages of a s</p><p>　　Thus, local and national institutions can promote service learning in all situation

20、s 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, 2004). This contact creates learning

21、 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, whic</p><p>　　

22、Hence the 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

23、 work to meet two needs, namely educating and having resources for projects to benefit the community (Giles & Eyler, 1994). The second aim was to identify specific areas of possible action at local level and where yo

24、ung adults can direct their efforts in this area (Bussel & Forbe</p><p>　　1. To determine the relevance or otherwise for university students and other young adults to be involved in volunteer work, wheth

25、er a structure should be set up in universities for this purpose, and what areas in the community should be the focus of volunteer activities.</p><p>　　2. To find out which voluntary associations university

26、students in the Turin area are familiar with, either directly or indirectly, and which areas they regard as calling for priority action and would be willing to engage in.</p><p>　　Two events thrusting Turin

27、on the international stage provided an opportunity to investigate: the Twentieth Winter Olympics of 2006, and the XXIII World Winter University Games of 2007.</p><p>　　For the Winter Olympics in Turin during

28、 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 assis

29、tance. Many of these volunteers were university students, who applied for and received academic credit for, their participation.</p><p>　　In the following year, Turin hosted the XXIII World Winter University

30、 Games (second event, in January–February 2007). 3012 out of the 6326 Organizing Committee staff members were volunteers. In preparation to previous year’s event, training courses were organized for these volunteers, who

31、 received university credit for their work.</p><p>　　Methodology</p><p>　　Investigation took place in stages. Stage one consisted of a review of the literature dealing with voluntarism and young

32、 adults, which resulted in working plans 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

33、 a second group of subjects followed by evaluation of results.</p><p>　　The first event (2006) – which drew large numbers – provided a significant sample from the standpoint of subjects’ geographical origin.

34、</p><p>　　Data was gathered through semi-structured interviews that addressed topics in connection with the first aim, namely:</p><p>　　? advantage for young adults of doing volunteer work;</

35、p><p>　　? information/promotion activity by the university;</p><p>　　? priority areas for volunteer action in the community.</p><p>　　The second event (2007), which attracted large num

36、bers of university students, involved a more significant sample for the second aim of the investigation. Questions were asked about:</p><p>　　? voluntary organizations with which interviewees were familiar;&

37、lt;/p><p>　　? priority areas for action in and around Turin;</p><p>　　? sectors to which interviewees felt they could or would like to devote their time and resources.</p><p>　　Partici

38、pants</p><p>　　A total of 451 subjects were interviewed for the first event. Fifty subjects were from countries other than that hosting the Olympics (30% Great Britain; 22% USA, 18% France, 10% Canada, 10% S

39、pain, 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

40、 subjects was drawn from younger age groups.</p><p>　　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 Un

41、iversity. As with the previous sample, interviewees were willing participants. For a better representation of the entire group of university students, interviewers were asked to select subjects ranging from 18 to 28 year

42、s (mode 23, median 22) in line with the entire undergraduate degree programmer, in accordance with the findings of the Alma Lau</p><p>　　The question categories indicated above were used in analyzing the tex

43、t corpus from the interviews.</p><p><b>　　Procedure</b></p><p>　　A total of 603 interviews were conducted. The same procedure was used for each group of subjects. </p><p&g

44、t;<b>　　TABLE 1</b></p><p>　　Interviewees by sex and age</p><p>　　Age Males % Females %</p><p>　　15–29 50 43</p><p>　　30–44 36

45、 45</p><p>　　Over 45 14 12 </p><p>　　As interviews were video-recorded, a camera operator was present in addition to the interviewer. This technique was used to permit lip re

46、ading 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 processing. The text

47、 corpus was analyzed using the question categories indicated earlier, and Alcester 4.6 software took care of statistical analysis. This softwar</p><p>　　they are associated (Matteucci & Tomasetto, 2002),

48、 permitting identification of the most characteristic words in textual units or chunks, and frequency of entire words and their reduced forms, that is, the word’s root. It also highlights unique words, the hapax legomena

49、 occurring only once.</p><p>　　Conclusion</p><p>　　As was expected from reviewing the literature, the findings that came to light in the course of the two investigations indicate a broad partici

50、pation 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 local level (Table 6). In

51、 particular, the two groups of subjects assigned priority to the same areas (hospital, elderly, children . . .), with an significant diff</p><p>　　(Table 7, Class III). As for voluntary organizations known t

52、o 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 understanding of the local situation and its ne

53、eds, 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 thei

54、</p><p><b>　　譯文</b></p><p>　　服務(wù)他人獲得經(jīng)驗(yàn)：一個(gè)關(guān)于大學(xué)生參與服務(wù)學(xué)習(xí)的研究</p><p>　　資料來源：高等教育季刊0951-5224</p><p>　　作者：丹妮拉阿夸德羅馬蘭，喬治索洛，亞歷山德拉貝蒂</p><p><b>　　摘要<

55、;/b></p><p>　　與其他國(guó)家不同，意大利已經(jīng)沒有“服務(wù)學(xué)習(xí)”，該方法使學(xué)生參加經(jīng)認(rèn)可的志愿機(jī)構(gòu)，在服務(wù)他人中積累經(jīng)驗(yàn)。2006年至2007年的調(diào)查把了解服務(wù)學(xué)習(xí)的機(jī)會(huì)提供給年輕人，社區(qū)和志愿者協(xié)會(huì)。目標(biāo)是：第一，以確定是否有必要建立大學(xué)與志愿者工作的聯(lián)系。第二，描述具體領(lǐng)域的行動(dòng)，在當(dāng)?shù)?03項(xiàng)采訪結(jié)果表明，有必要建立一個(gè)網(wǎng)絡(luò)去幫助機(jī)構(gòu)和年輕人進(jìn)行評(píng)估，并提供一個(gè)有組織的響應(yīng)教育和社會(huì)的需要。因

56、此，從今年起，都靈大學(xué)將在意大利進(jìn)行第一個(gè)服務(wù)學(xué)習(xí)。</p><p><b>　　介紹</b></p><p>　　志愿服務(wù)在意大利是上升的，根據(jù)調(diào)查結(jié)果記錄，國(guó)家統(tǒng)計(jì)局，意大利國(guó)家統(tǒng)計(jì)局（國(guó)家統(tǒng)計(jì)局，2005年）和對(duì)志愿服務(wù)（Frisanco，2001年）意大利基金會(huì)：全國(guó)數(shù)據(jù)顯示，從2001年出現(xiàn)了14.9％的增幅數(shù)量的男性和女性付出自己的時(shí)間，而志愿者現(xiàn)在共有約

57、4百萬.年輕人（18-30歲）占為36.7％。這證明，自愿組織的數(shù)目增長(zhǎng)了152％，1995年以來，從8343到21021組現(xiàn)在提供服務(wù)的約800萬人。</p><p>　　心理學(xué)家調(diào)查，志愿服務(wù)相關(guān)的現(xiàn)象和年輕成年人，集中注意激勵(lì)模式（瑪塔，古列爾梅蒂＆彭子，2006年皮爾斯，1993年;威默，1998），招聘和篩選程序（布塞爾和福布斯，2001），性別差異如何影響到參與辦法（泰勒，2005年），社區(qū)服務(wù)提供學(xué)

58、習(xí)的機(jī)會(huì)（斯文赫定，1989年; 摩根斯特雷布，2001），和個(gè)人、社會(huì)的經(jīng)驗(yàn)影響，（以色列與Ilvento，1995年）。</p><p>　　對(duì)于所有這些問題，心理學(xué)院的研究小組德利阿布魯史都迪在都靈進(jìn)行了在意大利的研究皮埃蒙特地區(qū)，調(diào)查哪些能鼓勵(lì)青年學(xué)子參與社會(huì)工作，衛(wèi)生等部門的志愿組織保健，環(huán)保和文化推廣（索洛，2004）。這些結(jié)果為個(gè)人如何參與社區(qū)生活提供建議以及解釋了其參與志愿活動(dòng)的原因，并解析了從無

59、薪工作以及志愿組織中獲得的滿意度。（參與的規(guī)則，招聘和篩選程序社會(huì)行動(dòng)和方法）。</p><p>　　從收集到的數(shù)據(jù)中顯示出其中一點(diǎn)是，自愿組織很難招募到肯為志愿工作提供時(shí)間和資源的年輕人，是由于缺乏指導(dǎo)（霍爾等人，2005）。此外，青年志愿者并不總是能夠找到適合他們的活動(dòng)，一種他們可以為其他人提供自己的知識(shí)和技能，或自己能學(xué)習(xí)新的技能的活動(dòng)。 正如在這方面的文獻(xiàn)表明，基本的假設(shè)目前研究認(rèn)為，網(wǎng)絡(luò)的存在

60、可以促進(jìn)志愿組織的倡議，鼓勵(lì)青年成年人參加，同時(shí)，在大學(xué)設(shè)立結(jié)構(gòu)可有利于參與的各種行為者（布林格爾＆哈徹，1996）。因此，有必要找出創(chuàng)建本地的網(wǎng)絡(luò)是否能成功地為組織之間的行動(dòng)者保持聯(lián)系：包括年輕的成年人，社區(qū)和志愿組織的聯(lián)系 。起始原則是參與志愿工作能使年輕人有機(jī)會(huì)獲得有助于建立自己的教育和專業(yè)課程的經(jīng)驗(yàn)（威特默，2004年）。 </p><p>　　為志愿工作獎(jiǎng)勵(lì)學(xué)分在講英語的國(guó)家是常見的方式，那里的術(shù)語服務(wù)

61、學(xué)習(xí)（服務(wù)學(xué)習(xí)）表示出的方法是憑借學(xué)生參加被認(rèn)可的志愿服務(wù)組織，以服務(wù)他人來取得經(jīng)驗(yàn)（利斯曼，1998年;斯佩克＆霍皮，2004）一些作者，其中包括長(zhǎng)鬃山羊（1991）強(qiáng)調(diào)，在人文學(xué)科中，服務(wù)學(xué)習(xí)是一種來源，一種想要獲得的刺激，一種將被推遲到一個(gè)學(xué)生的教育生涯最后階段的技能（例如，操作研究方案），因?yàn)樵谶@里，違反其他學(xué)科，提供實(shí)踐作為一種強(qiáng)化手段和理論的理解不作為一個(gè)主要目標(biāo)（Hall等人看到，2004年;霍利斯，2002年）：研究表明

62、參與服務(wù)學(xué)習(xí)的學(xué)生展示更好的學(xué)習(xí)表現(xiàn)，對(duì)主觀問題更有興趣，更好的解決問題的能力和他們選擇教育方案時(shí)更大的滿足感（Sikula＆Sikula，2005）。服務(wù)學(xué)習(xí)的戰(zhàn)略價(jià)值，不僅在于為大學(xué)生取得一個(gè)學(xué)習(xí)的機(jī)會(huì)，還考驗(yàn)他們已經(jīng)獲得或可以獲取的技能。它還為其他教育過程中的組織行為者帶來價(jià)值，即社區(qū)和機(jī)構(gòu)（Bastedo，2007;布林格爾及孵化，1996年）。而對(duì)于社會(huì)，那些年輕人致力于奉獻(xiàn)的價(jià)值觀是一種資源，這種資源取決于在社會(huì)中日益提高可

63、以幫助弱勢(shì)或需要幫助的人的能力，也在于這些院校從志愿服務(wù)的內(nèi)</p><p>　　因此，地方和國(guó)家機(jī)構(gòu)可在一切情況下促進(jìn)服務(wù)學(xué)習(xí)，大學(xué)扮演一個(gè)信息交換所為青年學(xué)生與給民間社會(huì)的公開問題提供答案的社團(tuán)取得聯(lián)系（索洛，2004年）。這聯(lián)系著為學(xué)生創(chuàng)造學(xué)習(xí)的機(jī)會(huì)，志愿組織找到他們需要的教育背景下的資源，和當(dāng)?shù)厣鐓^(qū)的證人增加公民的責(zé)任感，這是民主的標(biāo)志（理發(fā)師及巴蒂斯托尼，1994年）。</p><p

64、>　　因此，調(diào)查的目的，在2006年的1-2月和2007年的1-2月進(jìn)行。第一個(gè)目標(biāo)是可取性地評(píng)估或以其他方式建立大學(xué)與世界的志愿工作之間的聯(lián)系，以滿足兩種需要，即教育和資源項(xiàng)目，以造福于社區(qū)（賈爾斯勒，1994年）。第二個(gè)目的是確定在當(dāng)?shù)氐目赡懿扇〉男袆?dòng)的具體領(lǐng)域，年輕人可以直接在這方面努力的領(lǐng)域（布瑟爾努力與福布斯，2001）。更具體地說，我們的目標(biāo)是：</p><p>　　1、要確定相關(guān)性或以其他方式

65、為大學(xué)生和其他參與志愿工作年輕成年人，無論是為了這一目的在大學(xué)里設(shè)立這一結(jié)構(gòu)，在社區(qū)的某個(gè)領(lǐng)域應(yīng)該是自愿活動(dòng)的焦點(diǎn)。</p><p>　　2、為了找出哪些志愿協(xié)會(huì)是屬于大學(xué)生在都靈所熟悉的領(lǐng)域，無論是直接或間接，哪些地區(qū)他們認(rèn)為優(yōu)先采取行動(dòng)的，并愿意參加的。 </p><p>　　在國(guó)際舞臺(tái)上thrusting Turin兩個(gè)事件提供了一個(gè)機(jī)會(huì)來調(diào)查：在2006年第二十屆冬季奧運(yùn)會(huì)，以及X

66、XIII World 2007年冬季大學(xué)生運(yùn)動(dòng)會(huì)。</p><p>　　對(duì)于都靈的冬季奧運(yùn)會(huì)，在2006年1月至2月期間（第一項(xiàng)活動(dòng)），20000名志愿者被招募，在5個(gè)主要的領(lǐng)域中培訓(xùn)了350個(gè)不同的工作職責(zé)人員，包括交通，安全和主要領(lǐng)域訪問控制，觀眾服務(wù)，體育和援助。這些志愿者許多是大學(xué)生，他們申請(qǐng)并獲得學(xué)術(shù)信貸，從而參與。</p><p>　　在接下來的一年中，都靈大學(xué)主辦XXIII

67、World Winter游戲（第二個(gè)事件在2007年的1月至2月）。 組委會(huì)工作人員6326個(gè)人中有3012個(gè)是志愿者。在編寫前一年的情況下，為因?yàn)楣ぷ鞫玫酱髮W(xué)學(xué)分的志愿者舉辦了培訓(xùn)課程。</p><p>　　方法論 調(diào)查進(jìn)行了分階段進(jìn)行。第一階段包括一個(gè)檢討文學(xué)與唯意志論和年輕的成年人，這導(dǎo)致在處理工作計(jì)劃、面試選拔和數(shù)據(jù)分析的方法。在第二階段是首批被采訪對(duì)象，結(jié)果評(píng)估，而第三階段涉及的第二組的采訪

68、其次是學(xué)科評(píng)價(jià)結(jié)果。</p><p>　　第一項(xiàng)活動(dòng)（2006） - 吸引了大量從學(xué)科的地理起源的觀點(diǎn)中提供得到的重要的樣品。</p><p>　　通過收集數(shù)據(jù)半結(jié)構(gòu)化面試問題標(biāo)識(shí)與第一個(gè)目標(biāo)連接的主題，即：</p><p>　　?對(duì)做志愿工作的年輕人有優(yōu)勢(shì)；</p><p>　　?信息/由大學(xué)推廣活動(dòng)；</p><p&g

69、t;　　?在社區(qū)志愿行動(dòng)的優(yōu)先領(lǐng)域</p><p>　　第二項(xiàng)活動(dòng)（2007年），它吸引了大批大學(xué)學(xué)生，涉及為第二個(gè)目的更重要的樣本調(diào)查。有人問：</p><p>　　?與這些受訪者熟悉的志愿組織；</p><p>　　?在都靈及其周圍行動(dòng)的優(yōu)先領(lǐng)域；</p><p>　　?一些部門里的受訪者認(rèn)為他們可以或喜歡奉獻(xiàn)他們的時(shí)間和資源的。<

70、/p><p><b>　　參加者</b></p><p>　　參與者中451名研究對(duì)象進(jìn)行訪談的第一場(chǎng)比賽。 50位來自國(guó)外，主辦奧運(yùn)會(huì)（30％英國(guó)，22％美國(guó)，法國(guó)18％，10％加拿大，西班牙10％，6％荷蘭，日本4％）。盡管受試者平均按性別劃分，226名女性和225位男性，同樣不是真正的年齡（表1）。至于受訪者自發(fā)參加，人數(shù)最多的科目是來自年輕的年齡組。</p&

71、gt;<p>　　在第二個(gè)事件，受訪者共計(jì)152名（男76例，76女），所有居民in Turin及周邊地區(qū)和所有學(xué)生都靈大學(xué)。如同前面的示例，受訪者愿意參加。對(duì)于整個(gè)集團(tuán)更好的代表性大學(xué)生面試被要求選擇對(duì)象范圍從18至28歲（模式23，中位數(shù)22線）與整個(gè)本科學(xué)位課程，根據(jù)該調(diào)查結(jié)果Alma Laurea（2007）本機(jī)構(gòu)的畢業(yè)生研究。 上述類別的問題進(jìn)行分析所使用的從訪談文本語料庫。</p>&l

72、t;p><b>　　步驟</b></p><p>　　程序作者共進(jìn)行了603個(gè)采訪。同樣的程序用于每個(gè)學(xué)科組。表1</p><p>　　受訪者的性別和年齡 </p><p>　　年齡 男性％ 女性％ 15-29 50 43

73、 30-44 36 45 超過45 14 12 相機(jī)的經(jīng)營(yíng)者除了面試官在場(chǎng)。這種技術(shù)允許用唇讀字發(fā)音應(yīng)該是不能理解或可疑：在采訪期間舉行的活動(dòng)存在一個(gè)很大的噪音。錄影資料隨后被轉(zhuǎn)錄為進(jìn)一步處理。該文本語料庫分析采用問題類別表示同月比較，阿爾切斯特4.6軟件小心翼翼統(tǒng)計(jì)分析。該軟件是用在社會(huì)科學(xué)的地方數(shù)據(jù)處理要求學(xué)

74、習(xí)的單詞，以及如何分配它們是相關(guān)的（馬泰烏奇＆托馬塞托，2002年），允許鑒定在文本單位或塊，而最具特色的話頻率的降低和整個(gè)單詞的形式，即字的根。報(bào)告還強(qiáng)調(diào)獨(dú)特的話，發(fā)生的hapax legomena只有一次。</p><p>　　結(jié)論 正如從回顧文獻(xiàn)所預(yù)期的那樣，調(diào)查結(jié)果顯示在調(diào)查過程中的兩個(gè)燈指示的廣泛參與其中的青壯年，他們?cè)敢鈪⒓舆@樣的工作，并確定了優(yōu)先領(lǐng)域行動(dòng)在全球范圍內(nèi)和地方一級(jí)。特別是，優(yōu)先

75、分配到相同的科目，兩組（醫(yī)院，老人，孩子……）具有顯著差異：作為采訪對(duì)象在第二個(gè)事件時(shí)有經(jīng)驗(yàn)，并回憶了去年冬季奧運(yùn)會(huì)上，他們的領(lǐng)域表示包括與體育相關(guān)的活動(dòng)和文化。至于已知的受訪者自愿組織，提到了這些活躍在本地，并在更廣泛的范圍內(nèi)經(jīng)營(yíng)。然而，幾乎沒有對(duì)當(dāng)?shù)厍闆r和需要真正的理解，特別是在孤兒院的義工推定需求，機(jī)構(gòu)不再存在，以及這些組織籠統(tǒng)提到的主題，不知道他們的甚至他們的名字或目的。受訪者還認(rèn)為志愿工作作為為公民教育的機(jī)會(huì)，否則未確認(rèn)的風(fēng)險(xiǎn)