人口发展功能分区与主体功能分区的比较研究

以人口发展功能分区和主体功能分区的内涵特征为逻辑研究起点,采用规范研究与归纳总结相结合的研究方法,从功能区划的角度对两者的总体关系进行了比较分析。对比结果显示,两种区划都是我国体现人与自然关系的一种空间管制手段,但在功能、性质、作用和管理等方面存在的差异。在此基础上,通过找出两种功能区划统筹协调中存在的问题,简要地提出了协调两者的几点建议。     

Barriers to Integrated Treatment of Substance Abuse and Trauma Among Women

Despite increasing empirical support for an integrated approach to treating trauma and substance abuse, many substance abuse treatment programs have been slow to embrace integrated models of practice. Using an embedded case study design, the purpose of this study was to understand barriers that prevented a substance abuse treatment provider and 20 professionals and staff from adopting an integrated approach to treating substance abuse and trauma. Data analysis revealed 2 kinds of barriers that prevented substance abuse treatment professionals from fully integrating substance abuse and trauma: systemic and professional barriers. These barriers have to be taken into account when trying to move providers and professionals toward integrated approaches to treating substance abuse and trauma.     

Anthropology,Dance, and Education: Integrated Curriculum in Social Studies

The integration of dance into K–12 curriculum can help students to learn better, encouraging deeper exploration and active engagement with content knowledge. The purpose of this intervention study was to determine how the integration of dance and social studies with an anthropological framework affects student learning of content knowledge in social studies, as well as student attitude toward the topic. An anthropological framework was implemented to foster respectful investigation of culture. As a supplement to a sixth-grade unit on Ancient Egypt, the experimental group received four intervention lessons, incorporating creative dance. Results show that at posttest the intervention group had significantly higher content knowledge than the control group, and qualitative student responses from the intervention group suggest extremely positive feelings toward experiences in the program. This suggests that incorporating dance into sixth-grade social studies with an anthropological framework can encourage student exploration and increase understanding of content.     

Gaining by giving? Peer research into service user and carer perceptions of inclusivity in Higher Education

Abstract

Service users and carers (SUAC) have made significant contributions to professional training in social work courses in Higher Education (HE) over the past decade in the UK. Such participation has been championed by government, academics and SUAC groups from a range of theoretical and political perspectives. Most research into the effectiveness of SUAC involvement at HE has come from the perspectives of academics and very little SUAC-led research exists. This qualitative peer research was led by two members of the University of Worcester’s SUAC group. Findings were that SUAC perceived their involvement brought benefits to students, staff, the University and the local community. Significant personal benefits such as finding a new support network, increased self-development and greater confidence to manage their own care were identified in ways that suggested that the benefits that can flow from SUAC involvement at HE are perhaps more far-reaching than previously recognised. Barriers to inclusion were less than previously reported in the literature and the humanising effects of SUAC involvement are presented as a partial antidote to an increasingly marketised HE culture.     

论留日“浙江潮”对中国新文学的催生意义

在中国新文学发生前后,曾涌动一股声势颇壮的留日"浙江潮",其间走出一大批对中国新文学作出重大建树的作家。这些作家从日本汲取异域新风,在新文学"前夜"已向"现代"方向发起有力的冲击,在新文学诞生阶段期其主导文学新潮的实质性意义更充分凸显,从中显示出他们对中国新文学的一种催生意义。     

符号学与人文社会科学跨学科研究

符号学虽然是现代哲学社会科学中成形较晚的学科,但中国古代哲学中已有较为丰富的符号学思想。加强符号学研究,有助于推进中国哲学研究的精确化和科学化。符号学的研究方法可以广泛运用于人文社会科学的跨学科研究与跨文化研究,同时符号学研究也有助于促进人们之间的社会交往。     

论电子商务对现代市场营销理论的影响

电子商务作为一种全新商务模式,以强大的生命力冲击着传统的商业结构和贸易方式,推动着现代营销理论的发展。电子商务环境下市场营销环境的变化,给市场营销理论带来新的挑战与研究课题。     

他们不再是孩子了——关于“新失业群体”现状的社会学报告

近些年来在关于下岗失业问题的研究中形成的一个思维定势是,人们所说的失业下岗往往针对的仅是国有企业的失业下岗人员,至多将原来集体企业的失业下岗人员包括在内。但事实上,在我们的社会中,还存在另外一个数目庞大的失业群体,这个群体至今很少受到人们的关注,他们就是在本文中我们称之为“新失业群体”的这么一批人。对于他们,我们既缺少一个经验层面上的全面描述,更没有在政策层面上对他们进行充分的讨论,至于理论层面的梳理,就更是凤毛麟角了。本研究试图为改变这一现状做一个初步的尝试,不过,首先,我们必须阐明我们所使用的概念及意义…     

新形势下农村思想政治工作建设的实践探索

农村思想政治工作作为党的思想政治工作的重要组成部分,是贯彻落实党的十七届三中全会精神,推进当前和今后一个时期农村改革发展的总体思路,推动社会主义新农村建设的基础工程。通过对新形势下新农村思想工作面临的新情况进行分析研究,探讨新形势下农村思想政治工作的发展之路,促进农村工作全面发展。     

Theory of mind,gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and anxious solitude in 3^rd grade were tested as predictors of 4th grade ToM. Gender moderation of these relations was evaluated. Participants were 688 American public-school children (51.5% girls), 193 of whom completed a ToM questionnaire in 4th grade. In 3rd–7th grade children and their peers reported reciprocated friendship, and peers reported peer acceptance and anxious solitude annually. A multi-group (gender split) autoregressive cross-lagged panel analysis modeled relations between ToM and reciprocated friendship, peer acceptance, and anxious solitude over time. Consistent with hypotheses, girls’ more advanced 4th grade ToM predicted incremental gains in their number of friendships two years later, but not their peer acceptance. In contrast, boys’ more advanced 4th grade ToM did not predict change in their number of friendships or peer acceptance over time. Gender differences in the relation between ToM and friendship are discussed in the context of gender-specific peer relations patterns in late middle childhood and early adolescence. Additionally, more advanced 4th grade ToM predicted gains in anxious solitude in middle school for both genders. This somewhat surprising result is discussed in relation to ToM assessment and peer relations in anxious solitary children.