20世纪“佛教与中国小说”研究论要——以著作类研究为主的学术简史

20世纪初,梁启超在佛学研究中开始注意到佛教文体对中国小说的影响;在文学史著述中,胡适的《白话文学史》出于时代要求与个人兴趣,对佛教文学予以了更多关注;鲁迅的《中国小说史略》则真正、切实地从小说艺术的角度分析了佛教在内容与形式方面对我国小说的深远影响,此书之研究结论多有发凡起例之功。20世纪下半叶,代表着“佛教与中国小说”研究最新进展与较高水平的专著当推张中行与孙昌武二人的同名著作《佛教与中国文学》,孙氏的著作把该领域的研究推向了一个更高的水平。此外,单篇论文方面则以早期的陈寅恪及季羡林等人的文章尤具影响力。     

焦点解决短期疗法的理论与实践

焦点解决短期疗法是目前国外新兴的、越来越被广泛使用的一种心理咨询方法。它强调用正向的、朝向未来的、朝向目标解决问题的积极观点来促使心理转变，避免局限于探求原因或是问题取向的讨论。本文主要介绍了焦点解决短期疗法的理论技术，并结合案例分析作了进一步的解释和说明。     

《乐府古题要解》考

文章通过对《乐府古题要解》内容的解读及历代著录情况的梳理,认为今本《乐府古题要解》内容虽然是吴兢所作,但序却非原貌,乃是刘餗《乐府古题解》的序言.其作伪时间也应为南宋时期而非《四库全书总目》所认为的元代.     

Research in family financial counseling

Domains of family financial counseling research are proposed in order to establish criteria for assessing research needs in this relatively new field. Identification of the research domains implies progress for an emerging profession. A survey of the family financial counseling research to date is reported. Results of research in several domains are shown to demonstrate how results from empirical studies can contribute to the theory and practice of family financial counseling.Research conducted under the auspices of Agricultural Experiment Station Research Project 01803, Family Economic Problems and Resource Management.Dr. Williams is an Associate Professor in the Department of Consumer Sciences and Retailing, Purdue University, West Lafayette, Indiana 47907. Her Ph.D. was received from Purdue. Current research interests include income adequacy, economic security, financial problems, and financial counseling.     

民族叙事中的智性民族主义立场--李伯元《文明小史》论

《文明小史》文本结构的基本特点是以并连和勾连的方式连缀故事(组),其叙事时空操作表现为同一背景时间中的空间位移,体现出社会全景式小说建构的艺术企图,具有民族叙事特质。小说官、民、洋人的人物结构隐含文明与落后对峙、交杂的叙述意义,表达着李伯元对近代中国社会情状与走势的主体认知和整体概括。李氏叙述显示其对本土与外洋关系的某种智性辨析和判断,体现出一种智性民族主义立场,属于近现代中国民族主义的话语谱系。     

焦点解决短期咨询与学校心理辅导

焦点解决短期心理咨询是近年来形成并在世界范围迅速崛起的一个短期咨询学派.本文在对焦点解决短期心理咨询介绍的基础上,探讨了焦点解决短期心理咨询在学校环境中的适用性,并构建了一个整合家庭咨询、系统方法和教育实践的综合模型.最后就焦点解决短期心理咨询在学校心理辅导中的应用提出了几点问题和建议.     

美国《早期学习与教育技术政策简报》对我国学前教育信息化的启示

美国《早期学习与教育技术政策简报》是关于幼年学习者使用技术的政策简报,回应了“α世代”信息化生存问题,解答了“21世纪,儿童获得技术是必要的,但还不够”现实难题。该政策简报中愿景、早期学习者技术使用指导原则和呼吁行动三部分分别从本简报出台的初心、如何指导幼儿恰当使用技术,呼吁社会各界力量协同实现本简报的初心等方面进行阐述。美国《早期学习与教育技术政策简报》对提升我国学前教育信息化水平、提高幼儿园教师信息素养和构建幼儿信息化生态系统,满足我国学前教育利益相关者的“技术促进学习”时代诉求等方面提供有益参考。     

Giving birth after caesarean: Identifying shared preferences among pregnant women using Q methodology

BackgroundCaesarean rates are rising worldwide, the main contributor being the elective repeat caesarean. During the past decades, rates of vaginal birth after caesarean dropped considerably. This requires insight in women’s preferences regarding giving birth following a previous caesarean.AimTo gain a better understanding of women’s values and preferences regarding the upcoming birth following a previous caesarean. Using Q methodology, this study systematically explores and categorises their preferences.MethodsQ methodology is an innovative research approach to explore and compare a variety of viewpoints on a certain subject. Thirty-one statements on birth after caesarean were developed based on the health belief model. Thirty-six purposively sampled pregnant women with a history of caesarean ranked these statements from least to most important. By-person factor analysis was used to identify patterns which, supplemented with interview data, were interpreted as preferences.FindingsThree distinct preferences for giving birth after a caesarean were found; (a) “Minimise the risks for me and my child”, giving priority to professional advice and risk of adverse events, (b) “Seek the benefits of normal birth”, desiring to give birth as normal as possible for both emotional and practical reasons, (c) “Opt for repeat caesarean”, expressing the belief that a planned caesarean brings comfort.ConclusionsPreferences for birth after caesarean vary considerably among pregnant women. The findings help to understand the different types of information valued by women who need to decide on their mode of birth after a first caesarean.     

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.     

Racial/ethnic disparities in US college students’ experience: Discrimination as an impediment to academic performance

ABSTRACT

Objective and Participants: Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students’ experience of discrimination. Method: Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Results: Discrimination was experienced by 5–15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15–25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Conclusion: Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.