朝核危机的成因及发展趋势

自去年10月朝核危机浮出水面以来,朝核危机非但没有降温, 反而在步步升级。就在国际社会高度关注美国可能对伊拉克发动第二次海湾战争之际,朝核问题再度骤然突出,成为另一个牵动人们视线的重大国际热点。同时,国际社会为和平解决朝核问题展开了频繁的外交斡旋。当务之急是美朝尽早展开直接谈判,使事态不致进一步扩大。考虑到朝鲜近在肘腋,况且朝鲜半岛存在许多不确定因素,稍有风吹草动都可能引起形势的突变,因此在朝核问题上,中国不可能置之度外,相反应当显示中国的决心、力量和智慧。     

Mathematics and crises

Educational Studies in Mathematics - One can identify at least three different types of relationships between mathematics and crises. First, mathematics can picture a crisis. This is in accordance...     

The only honest thing: autoethnography,reflexivity and small crises in fieldwork

There has been a rising acceptance of autoethnography in the past 15 years. Instead of studying social phenomena, in an appropriately reflexive way, some scholars have taken to researching themselves. Drawing on concrete examples from an ongoing ethnographic project, the paper contrasts the beneficial, even essential, practices of autobiographical and reflexive thinking about fieldwork with the narcissistic substitution of autoethnography for research.     

Curriculum tinkering in situations of crises and inequalities: The case of South Africa

PROSPECTS - This article interrogates a curriculum recovery plan designed to obviate the loss of time due to the national response to the Covid-19 pandemic. In particular, it analyses two...     

大学生危机事件高发期的成因及对策

大学生在毕业前夕面临着学业压力、就业压力以及个人生活方面的变化,使其情绪不稳定,易出现打架、偷盗甚至自伤等各种不良行为。为此,应发挥学校教育的主导功能,优化校园育人环境,积极开展各种心理健康教育活动,加强与学生家长的联系。     

The Kempe Family Stress Inventory: a review

OBJECTIVE: The objective of this article is to review the Kempe Family Stress Inventory (KFSI), a 10-item scale that measures risk for parenting difficulties based upon responses to a thorough psychosocial interview. The article provides a historical overview, as well as reviewing research regarding its reliability and validity. METHOD: Research and documentation regarding the KFSI were gathered from journals, book chapters, presentations, workshops, and intervention evaluation reports. RESULTS: The KFSI has been used to predict parents' future risk of maltreating their children. The scale covers a variety of domains, including psychiatric history, criminal and substance abuse history, childhood history of care, emotional functioning, attitudes towards and perception of child, discipline of child, and level of stress in the parent's life. Although construct validity has been demonstrated with the KFSI, questions remain about its specificity and sensitivity. In addition, there has been minimal reliability work done on the measure. CONCLUSIONS: It is concluded that the KFSI may have clinical utility, but should be used as part of a more comprehensive risk assessment that includes multiple measures. Acceptable accuracy in predicting child abuse and neglect when used by itself has not been demonstrated. There is a need for more demonstration of reliability and validity. Suggestions for future research are noted.     

大学生应激源对应激反应的影响

以分层随机抽样的方式获得陕西某高校1497名2013—2016年级大学生作为研究样本,使用学生生活应激问卷进行心理测评,并采用SPSS21.0做描述统计和相关分析,采用AMOS18.0做结构建模。结果显示,应激作为一个系统,由整体应激源诱发整体应激反应(P<0.01);应激源5项因素对总体应激源回归效应显著(P<0.01),其中大学生报告的挫折刺激、生活变故、外部压力三个外部压力源能更好的预测到总体应激源的水平;应激反应4项因素对总体应激反应回归效应显著(P<0.01),其中情绪和认知反应对总的压力反应贡献最高。由此可见,大学生对外部压力比较敏感,压力反应集中体现在情绪和认知方面。     

Responding to crises in transnational education: new challenges for higher education

This paper is based on a case study of an Australian university involved in the delivery of transnational programs in an educational environment that has been increasingly characterized by commercial considerations. The researchers conducted focus group interviews with both general and academic staff to ascertain the personal, academic and administrative issues affecting the delivery of educational programs in Asia that arose as a result of one particular crisis in 2003: the SARS epidemic. The findings indicate that both administrative and academic staff felt personally and professionally challenged by the complexity of the issues involved in interrupting the pattern of transnational teaching. Potentially conflicting rationales emerged through the focus group discussions, with administrative staff expressing concern with maintaining services, while lecturers articulated a preoccupation with the safeguarding of assessment standards.     

Stress and Coping in Childhood: The Parents' Role

Despite the growing literature on how parenting predicts children's adjustment to potentially stressful events, little is know about the specific mechanisms through which these effects operate. This review identifies some possible paths of parental influence by specifying ways that parents may influence each step of the coping process-from exposure to the potentially stressful event to event appraisal to child coping. Current stress and coping research is reviewed from this perspective, and directions for future research are outlined.     

The cost of academic leadership: Department Chair Stress

Department chairs find themselves trapped between the stresses of performing not only as an administrator but faculty member as well. Over eight hundred chairs from 101 doctorate-granting and research universities were surveyed using the Department Chair Stress Index to assess (1) their most stressful situations, (2) emergent themes from these Stressors, and (3) the differences between chair and faculty Stressors. Chairs experienced most stress from their heavy workload and the general stresses of time pressures, confrontation with colleagues, organizational constraints and their faculty duties. Chairs were found to be in a paradoxical situation; feeling double pressure to be an effective leader and productive faculty member. Suggested actions for the institution and individual are provided.Walter H. Gmelch is professor and chair of the Educational Administration Department at Washington State University where he also serves as Director of the National Center for the Study of Department Chair. He earned his MBA from the University of California (Berkeley) and a Ph.D. in the Educational Executive program from the University of California (Santa Barbara). Dr. Gmelch conducts research on the topics of leadership, team development, conflict, stress and time management. His extensive writings include a co-authored book entitled,Strategic Leadership Skills for Department Chairs. John S. Burns is associate director of the Center for the Study of the Department Chair at Washington State University. He obtained a Master's in Counseling Psychology and a Ph.D. in Educational Administration from Washington State University. The Center's research agenda focuses on collecting data about the position of department chair with the goal of developing research-based recommendations for the restructuring of the administration of higher education.     

Past adolescence, into and across adulthood: career crises and major decisions

Career-related crises and major decisions, support for these, and job satisfaction were surveyed in 124 varied individuals from Mumbai, India. All participants were in the post-career-entry stage and engaged in paid work; they differed with regard to age (range 18–75 years), sex, marital status, religion, education, occupation, income, and privilege. Most had experienced career-related crises and major decisions post-career-entry and had relied mainly on self, friends and spouse. Satisfaction with support was high; job satisfaction was moderately high. Important differences across privilege level and gender were obtained.     

应激释义

应激是心理科学中一个十分重要的概念，是广泛影响现代人身心健康的一种心理现象。应激是一个复杂的概念，英文中和我国不同学科对它有不同理解。全面阐释应激概念，对于理解应激及其对人的影响作用，有重要的理论和现实意义。     

Teacher Stress: The Mediating Role of Collective Efficacy Beliefs

ABSTRACT

The aims of the study were to (a) examine the factor structure of measures of teachers’ collective efficacy (TCE), job stress, and job satisfaction, and (b) explore the mediating effect of collective efficacy on the relationship between job stress and job satisfaction. The sample consisted of 951 teachers from elementary and secondary schools in Canada. Measures of TCE, job stress, and job satisfaction showed consistent factor patterns across school levels and gender. Female teachers reported significantly higher levels of stress from workload and student misbehavior. TCE for student discipline mediated the influence of job stress from student misbehavior on job satisfaction, and the relationship was consistent across groups. The results from this study suggest that teachers’ collective efficacy may lower teachers’ stress attributed to student behavior.     

民办高校发展的内在逻辑:重构与转型路径

民办高校作为我国高等教育体系中的重要组成部分,在高等教育大众化过程中发挥了重要的作用。经济逻辑主导下民办高校跨越式发展背后存在着不可忽视的隐忧。具体而言,办学动机的逐利性导致民办高校发展缺乏长期稳定性,办学理念功利化致使民办高校战略规划短视,办学经费来源单一影响民办高校办学质量进一步提升。面向未来,民办高校需要回归教育初心、重构内在发展逻辑,通过追求办学定位的稳定性、注重战略规划的适切性、关注不同利益主体利益诉求的权变性,引导以教育逻辑驱动自身发展。为了更好地推动民办高校发展内在逻辑的重构,无论是民办高校自身还是相关政府部门都需要通过改革创新为其探索转型之路:民办高校既要革新教育发展理念,为教育逻辑引领高校发展营造稳定的内部环境,又要创新并完善决策管理体系,为回归教育逻辑谋划适切的战略布局;各级政府要不断推动政策创新,为民办高校分类发展营造有利的外部环境。     

The young child's gender schema: environmental input, internal organization

The relation among children's ability to apply gender labels, their tendency to emit sex-typed behavior, and their parents' attitudes and reactions toward sex-typed behaviors was studied. The children were observed at home with their parents when the children were 18 months old, before any of them had passed the gender-labeling task, and at 27 months, when half had passed (early labelers) and half had not (late labelers). At 18 months, there were no differences in the children's sex-typed behavior, but parents of future early labelers gave more positive and negative responses to sex-typed toy play. By 27 months, early labelers showed more traditional sex-typed behavior than late labelers; parents of early and late labelers no longer differed in their responses. At age 4, when given an inventory of sex stereotyping, early labelers scored higher on Sex Role Discrimination; there were no differeces on Sex Role Preference scores.     

大学内部治理体系:现实诉求与构建思路

大学内部治理变革承载着调整政府与高校边界、激发高校创新活力、推进依法治校、落实教育综合改革、体现大学"中国特色"等现实诉求。概念内涵上,治理体系是以大学"善治"为目标,以大学精神彰显、活力激发、绩效提升为导向,以民主参与、协商共治为理念,以制度体系为保障的大学秩序体系;框架要素上,围绕权力、权利、利益形成的"结构体系"是治理体系的抽象本质,"价值-制度-行动"体系是实质内容;治理体系的功能影响体现在价值体系、制度体系、行动体系等诸多方面。大学内部治理体系的构建需遵循以下原则:体现中国特色、尊重大学规律、兼顾开放性与耦合性、追求有效治理、平衡稳定性与动态适应性等。大学内部治理体系构建的策略路径需理顺内外部治理关系、完善运行规程、优化资源配置、涵养治理文化。