普通高等学校继续教育综合改革发展趋势及应对策略--以成都理工大学为例

高等继续教育在高等教育中的比重逐年下降，发展空间受到挤压。针对当前高等继续教育在教育形式、教育机制、教学模式等方面遇到的问题，各高校应调整继续教育办学形式，适时开展网络远程教育，拓展办学范围，加快校外教学站点整合，积极开展优质数字资源建设，以期促进高等继续教育快速发展。     

社会发展内涵探析

作为马克思主义哲学研究的社会发展，不是对具体的社会发展问题进行实证研究，而主要是运用逻辑手段，对复杂的社会发展现象进行抽象、概括，揭示出社会整体发展的普遍本质和一般规律。为了对社会发展有一个较为全面的理解，从社会、社会革命、社会变迁、社会转型与社会发展之间的关系入手进行了探讨。     

Early assessment of implementing evidence-based brief therapy interventions among secondary service psychiatric therapists

This implementation study was part of the Ostrobothnia Depression Study, in Finland, which covered implementation of motivational interviewing (MI) and behavioral activation (BA) within regional public psychiatric secondary care. It aimed to evaluate the mid-term progress of implementation and related factors. Altogether, 80 therapists had been educated through the implementation program by the point of the mid-term evaluation. Eligible information for evaluation was gathered using two questionnaires (q1, q2) with a one-year interval.A total of 45 of the 80 therapists completed q1, 30 completed q2, and 24 completed both questionnaires. Professional education was the only background factor associated with adopting the interventions (q1: p = 0.059, q2: p = 0.023), with higher education indicating greater activity. On the basis of trends such as changes in overall usefulness score from q1 to q2, the most involved therapists were slightly more likely to adopt MI/BA. Our experience so far suggests that encouraging staff to begin using new interventions during education is very important. The Consolidated Framework for Implementation Research was found to be a useful tool for constructing the evaluation.     

Longitudinal Mediators of Relations Between Family Violence and Adolescent Dating Aggression Perpetration

Few longitudinal studies have examined the pathways through which family violence leads to dating aggression. In the current study the authors used 3 waves of data obtained from 8th‐ and 9th‐grade adolescents (N = 1,965) to examine the hypotheses that the prospective relationship between witnessing family violence and directly experiencing violence and physical dating aggression perpetration is mediated by 3 constructs: (a) normative beliefs about dating aggression (norms), (b) anger dysregulation, and (c) depression. Results from cross‐lagged regression models suggest that the relationship between having been hit by an adult and dating aggression is mediated by changes in norms and anger dysregulation, but not depression. No evidence of indirect effects from witnessing family violence to dating aggression was found through any of the proposed mediators. Taken together, the findings suggest that anger dysregulation and normative beliefs are potential targets for dating abuse prevention efforts aimed at youth who have directly experienced violence.     

HR转型背景下劳动关系与劳动法课程教学方法新探

2020年中共中央办公厅、国务院印发的《关于深化新时代教育督导体制机制改革的意见》，进一步推动了我国教育事业的改革和发展，也为HR转型背景下劳动关系与劳动法课程教学方法的改革提供了优良契机。基于此，文章介绍了HR转型与专业人才培养的关系，分析了HR转型对劳动关系与劳动法课程教学的影响，探究了HR转型背景下劳动关系与劳动法课程的教学现状，论述了HR转型背景下劳动关系与劳动法课程教学的创新路径。     

Hometown associations and the micropolitics of transnational community development

This article argues that a closer inspection of the historical trajectories and the evolving micropolitics of hometown associations (HTAs) expands our understanding of how community development is practised across borders. Drawing from six years of ethnographic, multi-sited fieldwork carried out in the Dominican Republic and the United States, focusing on the experience of three Dominican HTAs, the evidence presented demonstrates how working dynamics and decision-making responsibilities between internal, international, and non-migrant HTA members shift over time, and identifies the organisational strategies employed to achieve transnational cooperation for community development. The ethnographic data also highlight and explain how communal legacies based on home country agrarian traditions laid the groundwork for future transnational development practices.     

Beyond ‘developmentalism’: A relational and embodied approach to young children's development

This article begins by discussing ‘developmentalism’, one of the key debates that has characterised the current theoretical impasse in the development of childhood studies. I use Norbert Elias's concept of the relation between love and learning as a foundation to develop the way in which young children's development is a non-linear, temporal and embodied process. I argue that we need to develop a relational approach that moves beyond some of the binary divisions between ‘nature’ and ‘biology’, drawing on concepts from particular theoretical traditions that have been under-utilised, particularly the relational school of psychoanalysis and the work of Maurice Merleau-Ponty.     

Multimodal representational gestures in the transition to multi-word productions

The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one-word to multi-word constructions. Twenty-one Spanish-speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between gestural multimodal and unimodal productions and independent measures of language development. Results showed that gesture production remains stable in the period studied. Whereas deictic gestures are frequent and mostly multimodal from the beginning, conventional gestures are rare and mainly unimodal. Symbolic gestures are initially unimodal, but between 24 and 30 months of age, this pattern reverses, with more multimodal symbolic gestures than unimodal. In addition, the frequency of multimodal representational gestures at specific ages seems to be positively related to independent measures of vocabulary and morphosyntax development. By contrast, the production of unimodal representational gestures appears negatively related to these measures. Our results suggest that multimodal representational gestures could have a facilitating role in the process of learning to combine meanings for communicative goals.     

Implementing an Ally Development Model to Promote Safer Schools for LGB Youth: A Trans-Disciplinary Approach

Lesbian, gay, and bisexual (LGB) students experience ongoing bullying, harassment, and lack of safety in school. Specialized instructional support personnel (SISPs), such as school counselors, school social workers, and school psychologists, are in a unique position to advocate for LGB students and to implement an ally development model. The purpose of this article is to describe the current climate for LGB students, to discuss the current barriers facing SISPs in advocating for change, and to provide a model of ally development for use at each level of the K–12 system.     

Developing spatial inequalities in carbon appropriation: A sociological analysis of changing local emissions across the United States

This study examines an overlooked dynamic in sociological research on greenhouse gas emissions: how local areas appropriate the global carbon cycle for use and exchange purposes as they develop. Drawing on theories of place and space, we hypothesize that development differentially drives and spatially decouples use- and exchange-oriented emissions at the local level. To test our hypotheses, we integrate longitudinal, county-level data on residential and industrial emissions from the Vulcan Project with demographic, economic and environmental data from the U.S. Census Bureau and National Land Change Database. Results from spatial regression models with two-way fixed-effects indicate that alongside innovations and efficiencies capable of reducing environmentally harmful effects of development comes a spatial disarticulation between carbon-intensive production and consumption within as well as across societies. Implications for existing theory, methods and policy are discussed.