大冶四棵高岭土的评价研究

文中以大冶四棵高岭土为研究对象,采用多种分析技术探讨、评价该资源的存在形态和特征.研究表明:四棵高岭土属于高硅(石英)、铁质渗蚀型的砂质粘土,石英及其它杂矿(长石)以较大颗粒存在,高岭土存在颗粒较小.     

探寻证券市场越轨行为的文化基因

从社会变迁的角度看,观念与文化对证券市场越轨行为的产生有重要影响。国人传统的人际关系模式及赌性、对金钱地位的观念变化、对外来文化的借鉴与模仿等方面存在着引发我国证券市场越轨现象的重要观念与文化因素。     

英语教师课堂行为的实证研究

本文从话语时间、反馈方式、体态语言和组织形式等 4个方面对英语教师的课堂行为进行实证研究 ,探讨其对学生的学习情感产生的影响。     

Cognitive behavioural psychotherapy intervention in childhood sexual abuse: identifying new directions from the literature

The short‐ and long‐term consequences of childhood sexual abuse have been extensively reported. However, for many years there has been an absence of psychological conceptual frameworks for understanding and treating abuse trauma symptoms. This paper reviews a number of outcome studies for the treatment of child sexual abuse where a post‐traumatic stress disorder (PTSD) conceptualization was used to plan treatment interventions. The paper concludes that, contrary to some concerns expressed by clinicians, sexually abused children and their non‐abusing carers can signi?cantly bene?t from cognitive behavioural interventions which use reliving and confrontation of the abusive experience. Notwithstanding this, there is a need for further controlled outcome research of cognitive behavioural interventions using reliving techniques to explore how and why these interventions help in reducing abuse‐related PTSD symptoms. Copyright © 2004 John Wiley & Sons, Ltd.     

浅论课程改革对教师素质的新要求

本文对新课程改革应实现的六大目标作出了诠释,由此揭示教师需要重新认识和思考的一些新教育理念,为此,教师行为也要进行相应的转变。     

浅议企业集体创新能力理论

文章阐述了企业集体创新理论的概念和发展过程,分析了影响企业形成集体创新能力的两个前提条件(员工的态度和行为),过程认为集体创新能力是企业形成竞争优势的一个源泉,指出在经济全球化下,外部环境处于劣势的小企业应把企业的集体创新能力作为形成小企业竞争优势的源泉。     

Services for troubled adolescents: exploring user variation

This paper outlines some of the main findings from an exploratory study of a sample of 257 adolescents living in children's homes, foster homes and residential special schools ‘for pupils with emotional and behavioural difficulties’ (‘EBD’). It focuses on the characteristics of service users, particularly contrasting the looked after and EBD groups. Though there are some similarities, there are also important differences between the populations in terms of age, gender, ethnicity, reasons for separation, legal status, family background and education. An attempt was made systematically to compare groups by creating a subsample of ‘difficult’ adolescents, based on involvement in anti‐social behaviour. Unexpectedly, this revealed that half of the teenagers were not ‘difficult’. Factors associated with being identified as ‘difficult’ were explored.     

非语言交际问题研究

通过把西方非语言交际的研究与中国的文化特点相结合,探索中国跨文化非语言交际的英语教学。跨文化非语言交际应该作为以培养学生语用能力和交际能力为目的的英语教学的一部分。中西方文化存在着很大的文化差异,不同的文化价值观使得文化间具有不同的非语言交际规则。这使得跨文化非语言交际变得更加复杂。所以,只以英语语言学习为目的的英语教学无法达到培养学生跨文化非语言交际的目的。这就使得成为英语教学的有机组成部分。     

Moral Positioning: Service User Experiences of Challenging Behaviour in Learning Disability Services

Several studies have indicated the importance of challengingbehaviour as a limiting factor on quality of life (Murphy et al., 1996;Brown and Thompson, 1997; Schwartz, 2003). This article presentsthe findings of research that aimed to investigate adults withlearning disabilities’ understanding and experiences ofwhat is perceived by staff and services to be challenging behaviour.This study was the final phase of research reported previouslyin this Journal (Hayden and Stevens, 2004). Interviews, groupdiscussions and observations were carried out with twenty-sixpeople with learning disabilities using social services’residential and day services. Participants were able to articulatecomplex responses about challenging behaviour, which is characterizedas a ‘moral web’: a complex network of antecedents,behaviours and consequences. Social care staff were seen byparticipants to play a key role: protecting people and ensuringthat appropriate (negative) consequences were suffered by instigatorsof challenging behaviour. These findings are interpreted withina positioning theory perspective, suggesting the importanceof understanding the ways that challenging behaviour is constructedthrough social interaction. Implications in the following areasare discussed: developing practice; the role of social carestaff; and the study of challenging behaviour as a social phenomenon.     

An Experiment in Helping Foster-Carers Manage Challenging Behaviour

A randomized controlled trial was implemented with groups offoster-carers to test the effectiveness of cognitive–behaviouralmethods in the management of difficult behaviour. Contrary toexpectations, no statistically significant differences werefound between the groups with regard to behaviour managementskills, the frequency and/or severity of behavioural problems,and placement stability. In contrast, foster-carers expressedsatisfaction with the overall training programme and increasedconfidence in dealing with difficult behaviour. Discussion ofthe results focuses on a number of competing explanations forsuch findings and concludes with recommendations for futurework.