兵无成势与经营之道

商场与战争有其相通的共同特点,以《孙子兵法》的智慧,精神指导商业实践,有如下要点:一、知彼知己,以“知”制胜;二、推陈出新,以“新”制胜;三、谋在人先,以“谋”制胜;四、合纵连横,以“交”制胜;五、奇正相生,以“奇”制胜;六、兵贵神速,以“快”制胜;七、以战养战,以“借”制胜;八、灵活多变,以“变”制胜;九、智勇双全,以“勇”制胜。     

Interpersonal communication motives: A communibiological perspective

This study examined the relationships between interpersonal communication motives and temperament traits. Results indicated that extroversion was positively correlated with pleasure, affection, inclusion, escape, and relaxation and was not correlated with control. Extroversion accounted for the most unique variance in the pleasure and relaxation motives. Neuroticism was positively correlated with inclusion, escape, and control, negatively correlated with pleasure, and not correlated with affection and relaxation. Neuroticism accounted for the most unique variance in the escape motive. Psychoticism was positively correlated with control, negatively correlated with pleasure, affection, inclusion, and relaxation, and uncorrelated with escape. Psychoticism accounted for the most unique variance in the interpersonal motives of affection and inclusion.     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

A multidimensional study of special education students' attitudes towards people with disabilities: a focus on deafness

This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional.     

Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales

Abstract

This study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid.     

自我效能、兴趣水平与学习策略等八因素的相关性——以英语高职生为研究样本

本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。     

The influence of student experience with word processors on the quality of essays written for a direct writing assessment

Although prior research has identified general procedural and qualitative differences between word-processed and pen and paper writing, little attention has been directed toward identifying how these differences relate to the prior word processing experiences of individual students. Additionally, few researchers have addressed the issue of fairness when discussing the use of word processors in writing assessment. This study investigates this relationship by comparing essays composed with pen and paper for a direct writing assessment to those composed with a word processor by students having different levels of experience with using word processors for writing.We observed differences between the two composition media similar to differences observed in previous studies of word-processed writing. That is, our results show that, overall, word-processed essays are neater and longer than were pen and paper essays. Word-processed essays also have a more formal tone and a weaker voice than their pen and paper counterparts. No composition medium differences were observed for the number of mechanical errors.In terms of how word processor experience interacts with writing quality, we found that word processors use neither improved nor worsen the quality of essays produced by students who have medium to high levels of experience using computers for writing. On the other hand, the word processor essays produced by students with a low level of experience writing with computers were scored, on a six-point scale, almost an entire point lower than those produced with pen and paper by these same students. Groups with high and medium levels of experience with word processors wrote slightly more words with a word processor than with pen and paper. On the other hand, the group with a low level of experience with using computers for writing wrote over 100 words fewer on word processors than with pen and paper. As for the number of simple sentences, groups with high and medium levels of comfort and experience with computers for writing wrote fewer simple sentences with a word processor than with pen and paper, while the group with a low level of comfort and experience with computers for writing wrote more simple sentences with word processors than with pen and paper. There were no group by media interactions for the number of mechanical errors.     

The Relationship of Maternal Employment to Early Adolescent Daily Experience With and Without Parents

This study examines how maternal work may shape pre- and young adolescents' daily life experience. According to the procedures of the Experience Sampling Method (ESM), 295 10– 13-year-old children carried electronic pagers for 1 week and completed self-report forms in response to random signals sent every other hour. Their daily experience did not differ by maternal employment status, with the following exceptions: full-time maternal employment was associated with more time doing homework with mothers and less time in general leisure, while part-time employment was associated with more time doing sports with parents. Relative to those with nonemployed mothers, youth with part-time employed mothers reported more positive daily moods and higher self-esteem, while youth reported time with full-time employed mothers to be the friendliest. While children with employed mothers spent no less time with family, parents, friends, in class or alone, they spent more time alone with fathers.     

毛泽东与中国特色社会主义

中国特色社会主义“始于毛,成于邓”。毛泽东对中国特色社会主义建设道路的探索可分为三个阶段,即基本正确的探索期、正误交织的曲折期和严重错误的失败期;思想框架几乎涉及了社会主义建设的全部内容。其探索有成绩也有失误,但作为起点,其正反经验都对中国特色社会主义有重大启示意义。     

试论高校廉政生态园的构造

廉洁从政生态园,就是运用生态学原理来建设反腐倡廉工程。必须用系统论的观点、方法,全方位的理念来予以实施,要抓住惩监环节,全面实施清除污泥工程;抓住教育环节,打牢廉政生态园的基础工程;抓建章立制环节,筑牢廉政生态园的防护工程;抓文化建设环节,优化廉政生态园环境工程。     

Values of endoscopic ultrasonography for diagnosis and treatment of duodenal protruding lesions

Objective: The diagnoses of patients with duodenal protruding lesions are difficult when using conventional examinations such as computed tomography (CT) and conventional endoscope etc. Thus, we investigated the clinical value of endoscopic ultrasonography (EUS) with miniature ultrasonic probes on the diagnosis and treatment of duodenal protruding lesions. Methods: Patients with duodenal protruding lesions who were indicated for EUS were examined by EUS with 12-15 MHz miniature ultrasonic probes and double-cavity electronic endoscope. According to diagnosis of EUS, those patients were indicated for biopsy and treatment received biopsy, endoscopic resection or surgical excision. The postoperative histological results were compared with the preoperative diagnosis of EUS. Those patients without endoscopic resection or surgical excision were periodically followed up with EUS. Results: A total of 169 patients with duodenal protruding lesions were examined by EUS, of which 40 were diagnosed with cysts, 36 with inflammatory protruding or polyp, 25 with Brunner's gland adenoma, 19 with ectopic pancreas, 17 with gastrointestinal stromal tumor, 12 with extrinsic compression, 12 with minor papilla, 6 with lipoma, 1 with adenocarcinoma and 1 with lymphoma. After EUS examinations, 75 patients received biopsy, endoscopic resection or surgical excision respectively. The postoperative histological results of 70 patients were completely consistent with the preoperative diagnosis of EUS, with 93.33% diagnostic accuracy. The results of follow-up with EUS indicated that duodenal cyst, Brunner's gland adenoma, ectopic pancreas, gastrointestinal stromal tumor and lipoma remained unchanged within 1-3 years. No related complications occurred among all patients that received EUS examinations. Conclusion: EUS is an effective and reliable diagnostic method for duodenal protruding lesions.     

深入把握中国特色社会主义的科学内涵

党的十八大报告深刻而全面地阐释了中国特色社会主义的科学内涵,标志着我们党对中国特色社会主义的认识更加深刻、更加准确。中国特色社会主义道路、理论体系、制度统一于中国特色社会主义伟大实践中,也就形成了中国特色社会主义旗帜。深刻理解和准确把握旗帜、道路、理论体系、制度之间的关系,高举中国特色社会主义伟大旗帜,坚定中国特色社会主义的道路自信、理论自信、制度自信,是提升中国特色社会主义的境界,夺取中国特色社会主义新胜利、推进中国特色社会主义事业向前发展的重要保障。     

科学把握宗教的“三性”,维护党的执政安全

宗教是一种长期的、复杂的社会历史现象。科学认识宗教,正确处理宗教问题,切实做好宗教工作,关系到党和国家工作的全局,关系到社会和谐稳定,关系到全面建设小康社会进程,关系到中国特色社会主义事业发展,最终关系到党的执政安全。在我国社会主义条件下,我们必须科学把握宗教的长期性、群众性和特殊复杂性,从而维护好党的执政安全。     

大学生社会主义核心价值观教育的原则与要求

大学生社会主义核心价值观教育,要坚持继承与创新、理论与实践相统一的原则,要把共同理想与个人理想、知与行、知荣与明耻结合起来。要引导大学生用马克思主义理论指导人生,以民族精神激励成长,以时代精神鼓励奋进,用社会主义道德风尚规范行为。大学生社会主义核心价值观教育,必须坚持以大学生的全面发展为目的,内化为信念,外化为行为。     

试论综合实践活动课程的实施模式

综合实践活动课程在实施过程中出现了改造整合式、学科延伸式、条块分割式、系列专题式、自主课题式、记录本式、项目引导式等多种实施模式。面对这些模式,我们一方面应该持有宽容的态度,肯定学校的积极主动性和创造性,同时也要深刻分析这些模式产生的背后所反映出来的问题。这些模式各有优缺点,每一所学校可以根据自身的特点和需要灵活选择、有机整合各种模式,追求课程实施效果的最优化。     

Maternal stress in nonverbal learning disorder: a comparison with reading disorder

Maternal stress was assessed in mothers of children ages 8 to 11 years with learning disorders (LD). Age-, gender-, and IQ-matched children with reading disorders (RD; n = 31), children with nonverbal learning disorders (NVLD; n = 21), and typically developing control participants (n = 23) participated. Mothers of children with LD reported higher levels of stress, although the specific nature of the stress appeared to vary by disorder subtype: Mothers of children with RD reported higher levels of general distress, whereas mothers of children with NVLD reported higher levels of dysfunctional interactions with their child. The severity of the LD was strongly associated with maternal stress in the sample of children with NVLD but not in the sample of children with RD. In the sample of children with NVLD, the best predictors of maternal stress were 2 variables associated with the child: The lower the child's Performance IQ, the higher the level of maternal stress. Furthermore, the level of the child's internalizing symptoms was also a strong predictor of maternal stress in the sample of children with NVLD. In our sample of children with RD, the 3 best predictors were all variables associated with the mother, including her age, her level of reported psychiatric symptoms, and her overall level of social support.     

Social competence, sense of loneliness, and speech intelligibility of young children with hearing loss in individual inclusion and group inclusion

The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the child's speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the children's SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age.     

两岸四地“获”字句对比考察

在两岸四地的现代汉语中,有标记被动句“获”字句还在使用,特别是在台港澳地区,这一形式比较多见。这是一种古已有之的形式,有相当突出的古雅色彩,它的表义倾向是[＋如意、期望]与[＋中性、期望],与同类的“遭”字句分工明确,而与“被”字句则多有交叉。“获”字句的结构类型少于“被”字句和“遭”字句,在大陆与台港澳之间有明显的差异与融合表现。     

Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities

The purpose of the present study was to compare the everyday classroom practices of students with and without learning disabilities (LD) and attempt to predict those perceptions from classroom's motivational discourse and feelings of hopelessness. Two hundred thirty students with and without learning disabilities recorded their everyday classroom behaviours and affect over 5 consecutive days. Classroom goal structures were assessed with rating scales. Results indicated that a performance goal structure was associated with less positive affect and less engagement for students with LD. Study 2 attempted to replicate the findings of Study 1 with 120 students, 64 with learning problems and 56 typical peers. Results pointed to salient between-group differences across intercepts, with students with LD having lower levels of positive affect, higher levels of negative affect, higher perceptions of punishment, and lower engagement. Among classroom climates, a mastery goal structure was associated with enhanced reinforcement for both groups. The saliency of goal structures in influencing student behaviours was evident, as they moderated the relationship between hopelessness and students’ achievement-related behaviours. Overall the findings highlighted the importance of mastery goal structures for creating positive academic environments for students with and without LD.