试论司马光的经济思想

司马光的经济思想是保守的,但他的保守是建立在他对中华帝国深刻理解的基础上的。他主张开源节流,阐扬轻徭薄赋、黜奢崇俭、蓄积与常平的“富民”思想。针对日益严重的财政经济危机,他提出了一整套经济改革的主张。最主要的是他对传统社会经济运行规律和经济管理的深刻体认。     

Sexual Functioning in Spanish and Portuguese Young Adults: Initial Validation of the Arizona Sexual Experience Scale

Objectives: The authors conducted an initial validation of the Arizona Sexual Experience Scale (ASEX) and examined the sexual function of Spanish and Portuguese young adults. Methods: Participants were 523 Spanish and 595 Portuguese heterosexual young adults who completed a background questionnaire, the ASEX, and measures of sexual sensation seeking, excitation, and inhibition. Results: The ASEX showed good reliability and validity. Participants reported good sexual function. The most prevalent difficulties in men were related to desire and orgasm, and to orgasm and satisfaction in women. Conclusions: This is a psychometrically sound instrument to assess sexual functioning in Spanish and Portuguese young adults.     

Family of Origin Supervision in the Workplace: Impacts on Therapist and Team Functioning

The Adolescent and Family Unit at Redbank House carried out a trial of Bowen's Family of Origin Coaching that has prompted us to comment on the usefulness of this approach as a component of clinical supervision. This article will describe how this trial came about, the process adaptations required to make it possible and how some of the ethical dilemmas raised by this approach were addressed. Personal reflections from the team members will be shared, and our observations in terms of impact of this form of supervision on clinical functioning, team cohesion and service provision will then be discussed. In essence, we aim to provide an anecdotal account of our experience and ask the question, ‘Is supervision that focuses on the therapist's individual functioning as a product of their intergenerational patterns a valid use of resources in a clinical setting?’     

Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment

Few studies have examined the influence of environmental factors on children's executive functioning (EF) performance. The present study examined the effects of a punitive vs. non‐punitive school environment on West African children's EF skills. Tasks included a ‘cool’ (relatively non‐affective) and ‘hot’ (relatively affective/motivational) version of three EF tasks: delay of gratification; gift delay; and dimensional change card sort. Children had more difficulties with the hot versions of the tasks than the cool versions, and older children outperformed younger children. After controlling for verbal ability (Peabody picture vocabulary test‐third edition), a consistent pattern of interaction between school and grade level emerged. Overall, kindergarten children in the punitive school performed no differently than their counterparts in the non‐punitive school. However, in grade 1, children in the punitive school performed significantly worse than their counterparts in the non‐punitive school. These results point to the need to consider interactions among discipline style, age, and internalization processes of self‐regulation to better understand environmental influences on EF development.     

Sustainable Caregiving? Demands Upon and Resources of Female Carers of Adults with Intellectual Disability

Female carers of adults with an intellectual disability are increasing in our communities as those with intellectual disability live into middle and old age. Twenty-seven carers between the ages of 45 and 85 years responded to questionnaires about demands, resources, and their health. Almost all were in the clinical range on the measure of psychological functioning. Demands contributed significantly to poorer functioning; however, other measures did not. The women in this study appeared to underreport the level of difficulties they experienced. The caregiving role undertaken by these women does not appear to be sustainable under their current circumstances.     

On the psychological and motivational processes linking job characteristics to employee functioning: Insights from self-determination theory

The aim of this study was to provide insight into the differential relationships between job characteristics (job demands and resources) and employee functioning by examining the psychological and motivational processes involved. Drawing on self-determination theory, we tested a model in which job demands are positively related to negative manifestations of employee functioning (psychological distress and psychosomatic complaints) through psychological need frustration and low-quality work motivation (controlled motivation), whereas job resources are positively related to positive manifestations of employee functioning (work engagement and job performance) through need satisfaction and high-quality work motivation (autonomous motivation). Data were collected from 699 Canadian nurses. Structural equation modelling (SEM) results support the proposed model: psychological needs and work motivation partially mediated the relationship between job characteristics and employee functioning. Specifically, job demands negatively predicted employee functioning (high distress and psychosomatic complaints, low engagement and performance) through need frustration and controlled motivation. In contrast, while positively predicting need satisfaction and negatively predicting need frustration, job resources fostered optimal work motivation (more autonomous and less controlled motivation) and employee functioning. The implications for self-determination theory (SDT) and research on occupational health and stress are discussed.     

区域科技创新运行机制与评价指标体系研究

区域科技创新是企业生存和发展的根本保证,也是一个地区、一个国家经济增长的主要根源和最直接动力。笔者通过分析区域科技创新的内涵、结构及其运行轨迹,指出影响其运行机制的内在因素和外部环境,并用模糊数学的方法,构建了区域科技创新的评价指标体系。     

Inclusion as Social Practice: Views of Children with Autism

This study illuminates the social realities of inclusion of 16 high functioning children with autism (HFA) in public schools in the United States. The study suggests that the practice of inclusion rests primarily on unaffected schoolmates rather than teachers, who typically are occupied monitoring academic progress and disciplinary transgressions across a range of children. Utilizing ethnographic observations and video recordings of quotidian classroom and playground activities, the analysis elucidates how classmates employ a range of positive and negative inclusion practices that either integrate or distance autistic children. Ethnographic observations of the study population indicate that the children whose diagnosis was fully disclosed enjoyed more consistent social support in the classroom and on the school playground. The study further suggests that high functioning children with autism exhibit a range of reactions to negative inclusion practices such as rejection and scorn. Such reactions include oblivion, immediate behavioral response, and emotionally charged accounts of disturbing school incidents shared after-the-fact with family members. Significantly, these observations indicate that HFA children can be cognizant of and distressed by others' derisive stances and acts, despite symptomatic difficulties in interpreting others' intentions and feelings.