高校人才培养与产业发展对接问题及对策探讨---基于重庆市市属高校的调研分析*

作为培养专业人才的重要阵地，高校的人才培养应服务国家和地方发展战略，面向经济社会发展需要，这也是高校内涵式发展的核心路径。文章立足重庆，分析了重庆市高校人才培养情况，重庆市产业发展，尤其是智能化引领下的产业发展的现状及趋势。同时，针对重庆市高校人才培养与产业发展对接存在的诸多问题，从制定对接规划，完善协调推进机制、政策保障机制和监督奖惩机制等多方面提出了对策建议，以期改善现状，更好地为重庆市产业升级转型服务。     

智能健康硬件用户间歇性中止行为影响因素研究

 随着全民健康意识的提高，人们开始使用智能健康硬件进行个人健康管理，智能健康硬件的采纳和使用行为也逐渐受到学术界和业界的广泛关注。然而，当前智能健康硬件采纳和使用行为的研究主要集中于用户在静态时点上的持续使用或中止行为，忽略了用户在中止使用智能健康硬件后重新使用的现象，即间歇性中止行为。        基于矛盾态度和情绪波动的视角，构建智能健康硬件用户间歇性中止模型，并检验态度不稳定性在矛盾态度与间歇性中止之间、情绪唤起波动在情绪效价波动与间歇性中止之间的中介作用，进一步检验模型各路径的性别差异。通过问卷调查的方法，收集428份智能健康硬件用户数据，进行结构方程模型分析。        研究结果表明，用户对智能健康硬件的矛盾态度将带来态度不稳定性，并进而影响用户的间歇性中止行为，态度不稳定性也部分中介矛盾态度对间歇性中止行为的作用；用户对健康硬件的情绪效价波动正向作用于情绪唤起波动，进而促进用户的间歇性中止行为，情绪唤起波动完全中介情绪效价波动对间歇性中止行为的影响；对于间歇性中止行为的性别差异检验发现，男性样本中各路径的作用均显著强于女性样本。        研究结果阐述了矛盾态度和情绪波动对智能健康硬件用户间歇性中止行为的深层次作用机制，具有重要的理论和实践意义。①将当前技术中止的概念拓展到用户间歇性中止，并厘清了间歇性中止的关键研究问题、概念内涵、变量维度及其与技术完全中止的区别，进一步丰富了技术采纳后行为的研究框架。②基于态度和情绪的理论框架，从矛盾态度和情绪波动的视角探讨智能健康硬件用户间歇性中止行为的影响因素。由于消极态度和负面情绪仅可以解释技术中止行为，无法准确解释间歇性中止，因此矛盾态度和情绪波动的引入，一方面为解释间歇性中止提供了新的视角，另一方面也丰富了当前信息系统领域个人情绪和态度的理论研究。③性别差异的检验有助于加深当前对于不同性别用户采纳和使用智能健康硬件的理解和认识。此外，研究结果有利于智能健康硬件服务商准确理解并把握用户购买后行为，为电子健康行业的发展提供实践和理论指导。     

以就业为导向提高大学生的应用写作能力

大学生就业能力的培养是解决就业问题的必要手段之一。应用写作课程作对于大学生职业核心能力的培养有重要作用。合理地设置应用写作课程，突出课程的实践性，发掘能力培养优势，对于提高大学生的就业能力、解决就业问题具有现实意义。     

Bridges Together Creates & Shares Monthly Intergenerational Resources

This article discusses the recognized need for training to support intergenerational engagement. Bridges Together is leading the way in doing so amongst a variety of audiences including teachers, program directors in aging, librarians, mentors, grandparents and more. To establish a network for these audiences to learn, share, and connect; Bridges Together has recently launched a Membership Program so that monthly content can be distributed and individuals can be brought together to network. All of our collaboration aids in intergenerational engagement which is becoming a top priority and an approach to problem-solving within communities, schools, corporations, and families around the world.     

Mixed ethnicity, identity and adoption: research, policy and practice

Mixed ethnicity children are over-represented in the care system and constitute a significant group of those seeking adoption placements. Social workers are presented with a specific set of concerns in seeking to find adoption placements for mixed ethnicity children as they come from two or more cultural backgrounds. Practitioners face uncertain principles concerning how to respond to these issues, especially in light of social and political pressures, and within the realm of existing debates around 'transracial' adoption. There is a danger that among these uncertainties the individuality of the child will be lost as his or her identity needs become viewed narrowly. Social workers may seek to simplify and classify the identities of mixed ethnicity children in the adoption process through pressures that they feel to find 'matched' placements. This paper explores how theories concerning identity can provide some insight into the difficulties practitioners face and may help to inform social work practice in this area.     

以职业核心能力提升为导向的纺织经贸创新人才培养途径研究

职业核心能力是成功就业和可持续发展的“关键能力”，是当今世界发达国家、地区职业教育和人力资源开发的热点。研究以职业核心能力提升为导向的创新纺织经贸人才培养途径的重要性，并对其创新人才培养途径进行具体探讨。     

A therapeutic social work team in practice

In 1996, as a result of interagency collaboration between social services and health, Leeds Social Services Department brought together three groups of social workers undertaking therapeutic work into a centrally managed team. Continued inter-agency working together has ensured that the Therapeutic Social Work Team has become an established service for children and families. This paper describes the work of the team by focusing on four areas: the context of interagency collaboration, therapeutic work in the child protection process, managing different theoretical approaches in one team, and evaluating practice.     

浅谈声乐教学中的“换声区”训练

换声训练中讲究循序渐进的声音自然过渡,注意对真假声混合运用比例和共鸣位置的调整。     

Causal Evidence for Exclusively Positive Parenting and for Timeout: Rejoinder to Holden,Grogan-Kaylor,Durrant, and Gershoff (2017)

Abstract

In our initial article we raised concerns about a paradigm we called “Exclusively Positive Parenting” (EPP). This paradigm opposes all negative disciplinary consequences, including timeout and privilege removal. We argued that the empirical support for EPP was insufficient. Researchers should not rely on insufficient causal evidence to replace well-established parenting perspectives that combine positive parenting with appropriate firm control. In reply, Holden et al. defended EPP. In this rejoinder to them we do two things. First, we use their citations to evaluate the limited causal evidence (four randomized studies) for what EPP supports. Second, we summarize the evidence for timeout, which EPP opposes. To do that, we offer the first known meta-analysis of the overall effectiveness of timeout, based on 24 studies with strong causal evidence for its effectiveness with young oppositional defiant children (6 randomized clinical studies; 18 small-N experimental designs). We call for parenting researchers to synthesize positive parenting techniques and disciplinary consequences based on adequate causal evidence.