E-learning Contribution to the Enhancement of Higher Education Opportunities for Women in Saudi Arabia （Pilot Study）

Establishing the NCEDL （National Centre for E-learning and Distance Learning）, electronic universities are some initiatives to introduce e-learning to the KSA （Kingdom of Saudi Arabia）, which have led to a fast, strong, and impressive movement toward e-learning in the Kingdom. However, e-learning in Saudi Arabia is still in the early stage of its development due to many challenges of e-learning that will still have to be faced. E-learning in Saudi higher education has been examined in a number of studies. Yet, focusing on e-learning among Saudi women through the social and religious customs of society is not sufficiently examined. Therefore, this research seeks to investigate the possibilities that exist for the utilization of e-learning in the enhancement of the higher education opportunities of women in Saudi Arabia within the social customs and religious beliefs by identifying the barriers to higher education for Saudi women, the modes of e-learning that currently exist within the higher education programmes in the Saudi higher education system, how e-learning can support higher education opportunities for women in Saudi Arabia, and a successful model of e-learning to improve higher education opportunities for women in the KSA. In order to achieve the aim of this research, a pilot study was made by using a semi-structured interview as a method of data collection from Saudi females who live with their related （mahram） male in the United Kingdom and a three stage coding analysis of the grounded theory analyzing the data collected from the field to formulate a theory and a model. A primarily model was presented which described the contributions of e-learning to higher education of Saudi women. The model is presented consisting of three main categories： （1） social and religious barriers; （2） women＇s use of the Intemet; and （3） women＇s use of e-learning, as well as a number of sub-subcategories. In addition, the need to illuminate the ability of Saudi women to convert e-learning into a valuable educational achievement is demonstrated. The next stage of our research will investigate all of the issues indicated by the pilot study in order to improve the success of using e-learning for Saudi women＇s higher education and eventually to devise a research theory.     

An Analysis of the Effects of Communication Skills Training Provided to the Mothers of Six-Year-Old Children on the Social Skills of Children

This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post-tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of 15 children; control group consisted of 15 children. The mothers of the children in experiment group were provided communication skills training for 13 weeks. SSES （social skills evaluation scale） was administered to the children before and after the training. The results of pre- and post- tests were compared and the effects of mothers＇ training program on the social skills of the children were investigated.     

Certain Changes to Training Companies Due to Social Web Development

Companies use many different marketing strategies in order to make their products known and place their corporate images and brandings in the market. Besides, nowadays, being on the Intemet is a must for every company striving for success. The development and implementation of Web 2.0 or social web are threatening the basis of the ways of mixing with other people. A company devoted to open and distance learning, such as Master-D Corporation, a clear example of how a proper and planned use of the different possibilities offered by the Web 2.0, based on blogs, allows a company to achieve bigger market shares and brand positioning following the win-win principle. Blogs are, undoubtedly, channels of communication that prove the power of attraction of good information. These changes are affecting everybody and, in particular, companies and institutions related to people＇s education, teaching and training for their inclusion in society and labor market. This essay brings up some reflections in two ways： The first one deals with some reasons why education is also related to the concept of ＂company＂; and the second one deals with how these changes generated by Web 2.0 are affecting some training companies, represented in this case by Master-D,     

社会距离和情绪效价对具身模拟的影响机制研究

以40名大学生为被试,通过控制对象和自我的社会距离(内群/外群)及人际情绪的效价(积极/消极)考察对象-自我关系对他心理解中具身模拟强度的影响规律.结果表明:(1)社会距离的主效应显著,社会距离越近,具身模拟的强度越高;(2)情绪效价的主效应显著,自我对客体的情绪知觉越积极,具身模拟的强度越高;(3)社会距离和情绪效价的交互作用显示,自我对客体具有积极的情绪知觉时,社会距离越近,具身模拟程度越强,自我对客体具有消极的情绪知觉时,社会距离对具身模拟程度没有显著影响.该结果表明,情绪效价和社会距离对具身模拟的影响可能存在层次性,即个体首先依据情绪线索再依据认知线索调整其具身模拟的强度.     

浅谈医学院校辅导员如何做好学生情感教育

本文讨论了高校大学生情感教育的现状,重点阐述了医学院校学生情感特殊特点,分析了高校辅导员在医学生日常情感教育工作中的要点,初步探讨了在社会实践和实习中进行情感教育和关注弱势群体情感教育工作。     

Actively navigating the transition into college: narratives of students with learning disabilities

Students with learning disabilities (LD) are particularly vulnerable in making the school-to-college transition where they negotiate a complex constellation of challenges that include academic demands, social expectations, and emotional/personal growth. Although a substantial body of knowledge exists about college students with LD, it is largely predicated upon both extrinsic supports available to ensure a successful transition into college and ways to maintain that success. In contrast, intrinsic knowledge as the basis of agency exerted by individuals with LD to strategize for their own success has received comparatively little attention. This study uses narrative methodology guided by a theoretical framework of disability studies, to render three nuanced portraits of college students with LD. Participants demonstrate ways in which they manage to navigate the academic, social, and emotional/personal realms when transitioning into college. In doing so, they reveal instances of self-knowledge that are often hidden or overlooked, revealing numerous instances of agency.     

独立学院英语专业大一新生听力策略的调查及启示

采用定量分析的方法,对64名独立学院英语专业大一新生使用听力策略的情况进行调查,结果发现：1．各类听力策略按使用频率排列,其先后顺序为：社会／情感策略、认知策略、元认知策略;2．相比较而言,独立学院大一新生对元认知策略还不够了解和熟悉．基于这些发现,在对大一新生的听力教学中,应重视社会／情感策略的作用,侧重对认知策略的训练,尤其应加强学生对元认知策略的掌握．研究结果对听力教学有一定的指导意义．     

当代大学生情商素质现状及开发培养对策

由于基础教育阶段情商素质教育的缺失,使得当代大学生普遍存在人际交往能力差、集体凝聚力不强、心理承受能力差、社会适应能力低、责任感不强等问题.基于此,当前加强对大学生情商素质的培养刻不容缓.高校可通过思想政治理论课和心理健康辅导,教师日常教育教学引导,校园文化建设及社会实践活动等,不断开发和提升大学生的情商素质,增强其综合素质.     

Fulfilling Their Dreams: Marginalized Urban Youths' Perspectives on a Culturally Sensitive Social and Emotional Learning Program

A growing body of research suggests educators need to focus on cultivating social and emotional competencies that youth will need to thrive in the new knowledge economy (Durlak, Weissberg, Dymnicki, Taylor, &; Schellinger, 2011 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., &; Schellinger, K. B. (2011). The impact of enhancing student's social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). For marginalized urban youth, in particular, few have derived programs and interventions to assist with these competencies. This study illuminates the perspectives of 9 African American youth at risk for academic failure taking part in the Fulfill the Dream (FTD) program. FTD is a social and emotional learning curriculum emphasizing social justice and critical consciousness through the utilization of hip-hop culture. Information regarding the nature of the collaboration of this research project and recommendations for education professionals working with marginalized youth are discussed.     

当代大学生虚拟与现实社会人际关系的差异性分析

随着互联网络技术的发展,网络已经成为当代大学生日常交际与学习的主要部分。网络已经在很大程度上影响到大学生的交际与学习。文章以大学某一班级为研究对象,利用社会网络分析方法,对学生在虚拟社会与现实社会中的情感支持、学习互助两个方面进行了人际关系量化分析。研究表明,该班级学生在虚拟与现实中的人际关系在情感支持与学习互助方面存在显著差异。     

女大学生的情绪特征及培养策略

女大学生素质的高低是衡量高校教育水平的重要内容之一。情绪的健康明显影响着女大学生人格成长、社会适应、智力发挥和人际交往,而女大学生的情绪特征又直接影响女大学生情绪管理的策略和方法。对女大学生情绪心理的研究具有重要意义。     

Development of a social and emotional learning program using educational dance: A participatory approach aimed at middle school students

Participatory research with children and adolescents may increase their responsiveness toward interventions. This study focuses on the development of a program to promote social and emotional skills in middle school students, using educational dance. The main goal was to assess students’ social and emotional needs and their interests in education through art activities, duly supported by the opinions of experts. Initially, focus groups were conducted and a questionnaire given out to students (N = 22), in addition to interviews with school representatives (N = 2). Next, students (N = 6) participated in a workshop and responded to a questionnaire. Experts (N = 3) then evaluated the program. Results revealed (a) students’ social and emotional needs; (b) that music and dance matched students’ interests; (c) students’ high interest and satisfaction with the program; and (d) that the experts’ assessment served to validate the program. Implications for practice and research are discussed.     

大学生应对方式对情绪调节自我效能感的影响

本研究以情绪调节自我效能感量表和应付方式量表为研究工具,针对3所大学的大学生进行实证研究。文章使用阶层回归分析方法,对大学生应对方式和情绪调节自我效能感的关系进行了研究。结果显示：（1）在表达积极情绪自我效能方面,两个区组的模型整体上都显著。背景变量阶层的△R2=．137（F（3,142）=7．530,P=．000）。在控制了性别、文化程度和年级后,座对方式阶层的增加解释力不显著,但幻想变量达到了显著水平（Beta=．243,t=2．594,P=．011）。（2）在调节生气和易怒情绪自我效能方面,两个区组的模型整体上都显著。背景变量阶层中性别达到了显著性水平。背景变量阶层的△R2=．075（F（3,142）=3．814,P=．011）。在控制了性别、文化程度和年级后,应对方式阶层的增加解释力不显著,但性别的作用进一步增强（Beta=-219。t=-2．620,P=-010）。在调节生气和易怒情绪自我效能方面,女生相对男生要差一些。大学生的性别和幻想应对方式影响情绪调节自我效能感。     

Self–Efficacy Pathways Between Relational Aggression and Nonsuicidal Self–Injury

The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed.     

大学生心理社会能力量表编制分析——以福建省大学生为研究对象

通过文献查阅、问卷调查和个案访谈编制我国大学生心理社会能力初测量表。探索性因素分析(n=691)确定该量表22道题项,抽取情绪管理、自我认知、社会适应和人际交往四个因子。验证性因素分析(n=500)及信效度检验结果表明该量表结构合理,拟合度良好,具有较好的结构效度及内部一致性信度,可以作为我国大学生心理社会能力的测量工具。     

双性化人格与大学生社交焦虑的相关研究

目的:探讨不同性别角色类型大学生的社交焦虑水平及两者之间的关系。方法:采用贝姆性别角色量表(BSRI)和交往焦虑量表(IAS),整群随机抽取400名大学生进行调查。结论:(1)被调查大学生中双性化人格比例明显高于其他性别角色类型。(2)大学生的社交焦虑水平普遍较高。(3)双性化人格特质与良好情绪状态具有较高的相关性,表现为双性化人格大学生的社交焦虑水平最低。     

The Perceptions of Administrators Concerning the One Florida Initiative

The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI （one Florida initiative） and the addition of two MSI （minority serving institution） law schools on diversity in Florida＇s legal profession. This research explored the impact of Governor Bush＇s EO （executive order） on diversity within the SUS （state university system） of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT （critical race theory） provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in law schools has improved in Florida as a result of the OFI as well as the addition of two MSI law schools. Black representation, however, continues to lag behind other races, particularly the Hispanic population. This study concluded that the OFI has helped improve minority representation in the legal profession.     

Computational Technologies of Arabic Language and Its Contribution in E-learning Study on Grammar and Spelling Proofing Tools

This study sheds light on the role of computerized Arabic language technologies in e-learning. Examples of these technologies are the grammar and spelling proofing tools, which can be used to indirectly teach Arabic to the users of such computer tools. Users of Arabic grammar proofing computer tools employ them to achieve correct Arabic sentences in Arabic processing programs. The proofing tools＇ role ends when they accomplish their regular tasks of proofing grammar and spelling of the Arabic text. This study, however, aims for the proofing tools to transcend their usual role into taking part in teaching Arabic grammar to their users. The study explores the function of the proofing tools, and introduces the most famous Arabic grammar and spelling proofing tools. The paper then elaborates the basic tasks of proofing applications, and further reflects how these applications can be used to teach Arabic to Arab users. The method used here is highlighting a set of the most common grammar and spelling mistakes corrected by such tools. Among the common mistakes are： confusing the glottal stop Hamza to the long vowel /a：/-Aleph as the initial letter of words, and the Arabic Ta （ ）-a voiceless/t/to the fricative （ ） /h/as the ending letter of some Arabic words. Users also sometimes mistake the diphthong/aj/to the vowel/a/both written using the Arabic letter ＂Ya＂, and are confused by the ＂Irab＂ （the system of nominal and adjectival suffixes of Arabic） of the duals, sound masculine plurals, verbs in the present tense, conjugation of the five verbs, and verbs in the imperative form. The new mechanism proposed highlights additional tasks to the proofing tools, which may develop the Arabic e-learning techniques, including： underlining and analyzing the error, pointing out the grammatical rules on the issue in question, citing old Arabic texts and highlighting the word in question, documenting the grammar rule from Arabic references, linking the common mistakes together, whether of the same user, or all Arab users, and notifying the user that he/she has repeated this mistake.     

Preparation of a mesoporous sorption complex catalyst and its evaluation in reactive sorption enhanced reforming

A mesoporous sorption complex catalyst was prepared by pore-forming modification and evaluated by the COz reactive sorption enhanced reforming （ReSER） process, which is used to produce hydrogen from methane. Three samples of polyethylene glycol （PEG） with molecular weights between 2000 and 20 000 were added as templates into a mixed slurry to create catalysts with different pore properties by further formation and calcination. The pore characteristics determined by Brunauer- Emmett-Teller （BET） analysis showed that one of the mesoporous catalysts, named M-NiAICa-6000, had a pore size of 9.2 nm and a surface area of 70.52 m2/g and the CO2 sorption capacity of this catalyst was 44% higher than that of the catalyst without the PEG 6000 modification. The catalyst was evaluated in the ReSER process in a fixed-bed reactor system at 0.1 MPa and 600 C with an H20/CH4 molar ratio of 4. An H2 concentration of 94.2% and a CH4 conversion of 86.0% were obtained at a carbon space velocity of 1700 h 1 while CO2 was hardly detected.     

The Differential Impact of Wealth Versus Income in the College-Going Process

College is increasingly essential for economic and social mobility. Current research and public policy devotes significant attention to race, income, and socioeconomic factors in college access. Yet, wealth’s role, as differentiated from income, is largely unexplored. This paper examines the differences between wealth and income in the college-going process, specifically applying to college, attending college, and what type of college attended (2-year, 4-year, and more or less selective). To examine these relationships, the National Longitudinal Study of Youth (1997) is linked to the Integrated Postsecondary Education Data System to create a nationally representative dataset. Binary and multinomial logistic regressions reveal that wealth is consistently more significant in the college choice process than income. Wealth’s significance as a predictor for college application and attending a 2-year college versus no college disappears when controls for human capital, habitus, social capital, and cultural capital are added. However, wealth’s significance persists for less selective and more selective 4-year college attendance, even after including these controls. K-12 and postsecondary institutions and policymakers, looking to level the playing field and make college more accessible, must address wealth’s impact on the college-going process.