浅谈高速无砟道岔静态精调技术

高速无砟道岔精调技术要求标准高,与传统道岔精调不同,高速无砟道岔要采取新工艺,静态初调、精调固定,动态检测调整等工序。无砟道岔精调尤为重要,它是决定乘车舒适度的主要因素。     

The social adjustment of deaf adolescents in segregated parially integrated and mainstreamed settings

This study examined the social adjustment of deaf adolescents enrolled in segregated (&egr; = 39), partially integrated (&egr; = 15), and mainstreamed (&egr; = 17) settings, comparing them with a control group of hearing students (&egr; = 88). Segregated students showed the lowest levels of adjustment overall. Partially integrated students reported better adjustment overall. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with hearing peers, showing the same levels of adjustment with hearing peers as hearing students. Regardless of placement, deaf students reported better or equal adjustment with deaf than with hearing peers. Social adjustment with deaf peers was related to American Sign Language (ASL) skill and adjustment with hearing peers to spoken English. These findings suggest tht deaf students can benefit from both segregated and integrated placements as complememtary forms of social experience that each contribute to overal adjustment.     

课堂环境与学校适应关系研究的现状与发展趋势

课堂环境是近几十年的研究热点,课堂环境对学生学校适应的影响也逐步走入研究者的视野。近几年对于课堂环境对于学生学校适应的影响方面主要集中在课堂环境对于学生的同伴关系适应、学习适应、行为适应等方面。在今后的研究中,研究人员应在学校适应的研究维度、课堂环境的分析层面、研究的深度、研究对象的范围等方面多加注意。     

中学生社会适应状况评估的理论模型建构与验证

在整合已有理论和实证成果的基础上,从关键性任务分析和积极心理学视角出发,将中学生社会适应状况评估指标划分为内容领域和功能状态。通过开放问卷调查进一步确定了评估社会适应状态的四个具体领域,并据此编制自我报告问卷进行验证。在对全国2314名中学生所填写问卷进行分析后,形成青少年社会适应状况评估问卷。问卷最终共50个项目,包括自我肯定、自我烦扰、亲社会倾向、社会疏离、行事效率、违规行为、积极应对和消极退缩等8个一阶因子;分为自我适应、人际适应、行为适应和环境适应4个领域,以及积极适应和消极适应两种功能状态。经多质多法模型的交叉验证分析,问卷的二阶结构与理论模型拟合较好,可以从四个适应领域和两种功能状态考察中学生社会适应状况。初步验证了社会适应状况评估的领域-功能理论模型。     

留守初中生适应特点及其与心理弹性的关系

尝试探讨留守儿童积极适应、消极适应的特点及其与心理弹性的关系.采用社会适应问卷和心理弹性量表对232名农村留守初中生积极适应、消极适应和心理弹性进行测查.结果显示：留守初中生的积极适应和消极适应各指标得分均呈偏态分布;不同适应类型留守儿童的心理弹性得分存在显著差异,高危型学生弹性水平最低,适应型学生弹性水平最高;心理弹性对积极适应和消极适应具有显著预测作用,累积解释力分别达到61％和37％.其中,目标专注对积极适应的预测力最大,情绪控制对消极适应的预测作用最大;积极认知有助于提升积极适应功能,家庭支持则有助于减少消极适应症状.结果表明：心理弹性对留守儿童适应的预测作用具有领域特异性.     

The Personal-Emotional Social Adjustment of English-Language Learners to a Community College

ABSTRACT

This study investigated the effects of locus of control and other predictors on personal-emotional and social adjustment to community college in English-language-learner students. Results indicated that locus of control was significantly associated with both social adjustment and personal-emotional adjustment. Students with more external locus of control showed better adjustment to college. Stress and being first in the family to attend college significantly predicted personal-emotional adjustment, while having precollege friends attending the same college was significantly related to social adjustment. Implications for research and service programs are discussed.     

Adjustment of Black Students at a Historically White South African University

The adjustment of black African students to what, under apartheid, were white universities has long been a concern for South African educators. Dimensions of adjustment to university were examined for 339 African black and white freshmen attending a historically white South African university, using the Student Adaptation to College Questionnaire. No significant differences were found between black African and white participants on academic adjustment or institutional commitment. However, black African participants reported significantly poorer levels of social adjustment, and somewhat poorer levels of personal-emotional adjustment. Further investigations found relationships between academic performance, race and additional variables hypothesised to be associated with adjustment.     

生态环境与市民心理调适的状况分析——以乌鲁木齐市雅玛里克山为例

当今社会,人们的生活节奏快、压力大,具有不同程度心理问题的人数呈增长趋势,为了提高人们的心理调适技能水平,保持良好的心理状态,笔者以生态心理学的理论为基础,设计了市民在雅玛里克山心理调适实验．首先对乌鲁木齐市雅玛里克山的生态建设进行了调查,并组织了部分市民进行了心理调适技能的培训,然后在山上进行了体验活动．结果表明,体验者的心理得到了良好的调节,心理调适能力得到提高,生态环境对人们的心理调适能力具有显著性影响．     

An empirical study into gender differences in the relationships among academic,social and psychological adjustments of university support

There are three dimensions through which to measure university support for students’ transition to university life: academic adjustment, social adjustment and psychological adjustment. Previous research studies show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The purpose of this study is to examine the perceived gender differences in perception of the relationships among these adjustments during the first year undergraduate transition period. The study is based on a survey of 114 first year undergraduate students from a Hong Kong local university. The findings show that (1) female students perceive social adjustment to have more influence on academic adjustment than male students, (2) female students perceive psychological adjustment to have more influence on academic adjustment than male students, and (3) there is no significant difference in the relationship between social and academic adjustments for female and male students.     

开发市场功能:结构调整的新思路

本文认为市场与结构调整之间存在着中间环节———市场功能。市场通过发挥其功能来带动结构调整 ,结构调整通过市场功能反作用于市场。这个双向互动过程形成了市场带动结构调整的动态过程。市场功能大 ,对结构调整的带动力就大。因此 ,要加大结构调整的力度 ,就必须开发市场功能 ,以此符合市场经济的运行规律 ,这是结构调整的切入点和着力点     

Siblings exposed to intimate partner violence: Linking sibling relationship quality & child adjustment problems

Although the majority of families that experience intimate partner violence (IPV) have more than one child, most research to date has focused upon a single child within these families. A significant body of research has indicated siblings play an important role in children's adjustment and well-being. To address this gap, the three main goals of the present study were to compare the adjustment of older and younger siblings exposed to IPV, to describe and compare the quality of these sibling relationships from multiple perspectives, and to investigate how sibling adjustment and relationship quality influence children's adjustment. Forty-seven sibling pairs and their mothers were recruited from the community. Mothers self-reported on their violent experiences using the Conflict Tactics Scale, and also estimated the length of time their children were exposed to IPV. Mothers and children completed assessments of child adjustment and the quality of sibling relationships. Observers also assessed the quality of sibling interaction. Results indicated that adjustment between siblings was highly inter-related. On average, mothers reported sibling relationships as less positive but also as less hostile than did siblings themselves. Higher levels of sibling hostility, lower levels of sibling warmth and higher levels of disengagement each significantly predicted child adjustment; however, these effects were predicated upon the adjustment of the other sibling. The sibling relationships of children exposed to IPV made a difference in their individual adjustment, and their adjustment issues influenced how they feel about and interacted with their sibling. Sibling hostility played a stronger role in adjustment issues than sibling warmth. The nature of sibling influences and the direction of future research were discussed.     

高职毕业生职业适应力：影响因素与提升路径

高职毕业生职业适应力提升是高职院校就业质量的重要体现,已成为高职院校就业工作的重要课题。影响高职生职业适应力的因素包括职业技能适应、职业人际适应、职业心理适应等三个方面,由此高职院校应着力于落实“工学结合”人才培养模式,引入校企文化共建机制,加强就业指导和心理辅导等三条路径,以提升高职毕业生职业适应力。     

The relations among young children's peer-reported trustworthiness, inhibitory control, and preschool adjustment

Sixty-five (38 male and 27 female) preschool children (mean age = 5 years 1 month) completed measures of peers’ trustworthiness (promise keeping and secret keeping). Teachers rated the preschool children's inhibitory control, trustworthiness, and preschool adjustment. Structural Equation Modeling (SEM) yielded support for the hypothesized model. The expected positive paths were found from (1) gender to preschool adjustment and inhibitory control, (2) age to peer-reported trustworthiness, (3) peer-reported trustworthiness to preschool adjustment, (4) inhibitory control to peer-reported trustworthiness, and (5) inhibitory control to preschool adjustment. The findings confirmed the hypothesized development of trustworthiness with age and girls’ advantage over boys in inhibitory control and preschool adjustment. The findings supported the hypotheses that trustworthiness is associated with preschool adjustment and mediates, in part, the relation between inhibitory control and preschool adjustment.     

First-year university students’ academic success: the importance of academic adjustment

Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students’ satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values.     

Family Acceptance and Family Control as Predictors of Adjustment in Young Adolescents: Linear, Curvilinear, or Interactive Effects?

This study assessed the relation between adjustment and perceptions of both family acceptance and family control in 2 samples of young adolescents, ns = 851 (mean age = 12.36 years) and 269 (mean age = 10.89 years), respectively. In Sample 1, dimensions of adjustment included self-reports of psychosocial competence and problems with self-regulation. In Sample 2, adjustment was indexed by peer ratings of likability. In both samples, family acceptance and family control were positively related to adjustment. However, in Sample 1, family control was also curvilinearly related to adjustment but in a different pattern for the 2 adjustment scores. Specifically, the positive relation between family control and psychosocial competence was stronger at progressively higher levels of family control, whereas low—but not moderate or high—levels of control were related to many self-regulation problems. In light of evidence that acceptance and control are complexly related to adjustment, we recommend that researchers routinely examine curvilinear effects in this area of study.     

分组竞赛式教学法在农机专业实训课程中的应用

拆装调整实训竞赛能够激发学生学习兴趣、提高学生实际动手能力。拆装调整过程能够使学生更加深入理解学习的理论知识,亲自感受常用农业机械的调整方法。农机机械拆装调整实训是实践性较强的课程,通过分组竞赛的教学手段,学生能够快速掌握农业机械的调整方法。该文以农机机械最常用的播种机拆装调整为案例,介绍了拆装调整实训竞赛的教学实施过程,引导学生对理论与动手实践能力结合,提高农业机械使用、操作与调整方面的能力。     

大学新生适应情况的研究

目的:了解大学新生适应情况的群体差异。方法:采用中国大学生适应量表(CCSAS)对新生进行调查。结果:大学新生的适应状况差异显著,女生的适应情况好于男生,汉族学生适应情况好于少数民族学生,不同家庭所在地的新生适应情况不同,来自大城市学生的适应情况最好,来自农村的学生适应情况最差。     

农村中小学布局调整的预期和动力——基于中西部6省(区)的调查与分析

农村中小学布局调整具有特定的行为预期和动力.追求学校规模效益是初始动力,实现教育均衡发展是直接目的,方便教育管理是迫切要求,提高教育质量是最终归宿.正是对这些目的的追求构成了各级政府进行农村中小学布局调整的动力,推动着农村中小学布局调整工作的开展.     

智慧与策略：实现小学语文课堂教师调节的价值回归

语文课堂是师生互动的多维对话的过程,其间的教学细节都有不确定性。这就需要教师调节来科学应对,并使之成为教学的宝贵资源。随意型、认识模糊型、作秀型、自我中心型都是导致课堂低效的原因。课前充分预设、课中找准师生互动的切入点、平时注重实践是形成智慧调节的前提;围绕学习目标、树立课程意识、关注学生学情是有效的教师调节的策略。智慧与策略相得益彰,才能将学生的思维引向深入,才能营造富有动态生成性的魅力课堂。     

论农村社区建设与中小学布局调整的耦合关系

调整农村社区建设中的中小学布局是实现城乡教育均衡发展、缩小城乡教育差距的一项重要措施。农村社区建设与中小学布局调整的耦合关系主要表现在：农村社区建设对中小学布局调整的促进作用,农村中小学布局调整对社区建设的支持作用。现阶段的农村中小学布局调整要顺应农村社区建设这个社会背景,与农村社区建设协调进行。