民事虚假诉讼现状及其规制

虚假诉讼案件的频发对现有的诉讼法律制度产生了消极影响。从虚假诉讼的本质及表现形式出发,通过对虚假诉讼产生的原因即社会诚信体系缺失,成本收益失衡,审判机制的内在缺陷及制裁措施乏力等方面的分析,运用比较法学和实证分析法学方法构建对虚假诉讼的防治体系,其中内涵国民诚信意识建立及司法,立法体制改革。     

英语情景剧在三本大学英语课堂上的应用

将英语情景剧应用到大学英语课堂教学中,能够有效激发学生的学习热情,有助于非英语专业学生的听力水平提高和口语表达能力改善。     

Direct and vicarous effects of social praise on mentally retarded preschool children's attentive behavior

The purpose of this study was to examine the effects of social praise on the attentive behavior of reinforced and nonreinforced children. Two pairs of mentally retarded preschool boys served as subjects. Employing a reversal design, one child from each pair was differentially reinforced for attending to manipulative toys. The results revealed that: (a) The intervention procedure increased the attentive behavior of the target subjects. (b) Nonreinforced subjects also increased their attentive behavior during both reinforcement conditions. (c) This “spillover” of reinforcement effect was transient, as the non- target subjects level of attentive behavior decelerated during the final half of each 20-day rekforcement period.     

Analysis on Humor of Situation Comedy My Own Swordsman by Politeness Principles

Humor,as a linguistic phenomenon,appeals more and more attention from linguist,psychologist,sociologist,and the scholars of other disciplines.This paper,takes the humorous language of My Own Swordsman as research material,which contain ing the depiction of trivial daily life,the meaning of life.Then,the author analyzed these data and discussed its features of humor from Pragmatic view by Leech and Levinson’s politeness principle.     

The effects of computers on children's social development and school participation: Evidence from a randomized control experiment

Concerns over the perceived negative impacts of computers on social development among children are prevalent but largely uninformed by plausibly causal evidence. We provide the first test of this hypothesis using a large-scale randomized control experiment in which more than one thousand children attending grades 6–10 across 15 different schools and 5 school districts in California were randomly given computers to use at home. Children in the treatment group are more likely to report having a social networking site, but also report spending more time communicating with their friends and interacting with their friends in person. There is no evidence that computer ownership displaces participation in after-school activities such as sports teams or clubs or reduces school participation and engagement.     

Cultural variation in children's social organization

This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children.     

Perceptions of Inequality: primary school children's discourse on social class

This paper is concerned with the role of education in promoting social justice. It deals specifically with the development of children's understanding of social class, not because this particular form of inequality is considered more important than any other, but because of the inadequacies of extant research. It is argued that unless we know how children think about social class differentiation, we will not be able to engage effectively with their misconceptions. One hundred and sixty‐one children drawn from across the social class spectrum and aged between 6 and 11 were asked various questions and presented with a number of moral dilemmas pertaining to social class inequality. Age‐related trends in their responses are identified and the policy implications discussed.     

Redesigning children's services: mapping interprofessional social capital

This paper presents an analysis of the policy themes of service integration, social justice and social inclusion which underpin the integrated community schools policy initiative in Scotland. That initiative is identified as an important vehicle for the Scottish Executive Government's aim of integrating children's services with the overarching goal of creating greater inclusion and social justice. The main argument in the paper is that it is at the level of the school 'hub' that integrated work amongst practitioners and across children's public services needs to be effective if the policy aims of social justice and inclusion are to be achieved. The concept of social capital is applied to the issue of how practitioners from other agencies, now charged to work in schools, construct new professional ties and networks. The conclusion suggests that a mapping of types and levels of social capital offers a fruitful conceptual framework to examine changing interprofessional ties.     

Doctor or nurse: children's perception of sex typed occupations.

128 children between ages of 5 and 6 years were shown 4 films depicting all possible combinations of female and male physicians and nurses. Results showed that when confronted with counter-stereotypical occupational portrayals, children were likely to relabel them into the typical instance of the male physician and the female nurse. There was a stronger tendency for the subjects to relabel the male nurse than to relabel the female physician. The children's relabeling of the roles presented was not due to inattention to the stimulus materials (videotapes). Neither sex, nor age, nor the number of physician visits in the last year were related to the frequency of relabeling. Maternal employment and exposure to real male nurses were related to correct identification of the male nurse and the female physician. The results suggest that the relabeling and its asymmetric character may be due to the differential exposure of children to female physicians and male nurses.     

Non-abused preschool children's perception of an anogenital examination

OBJECTIVE: An anogenital examination is usually part of the standard medical assessment in children evaluated for suspected sexual abuse, and the emotional impact on the child has been studied. The primary aim of this study was to assess non-abused preschool children's responses to an anogenital examination. METHOD: One hundred and fifty-eight children (119 girls), aged 5-6 years old, were recruited by self-selection from a town community in Norway. After a full medical "top-to-toe" examination, including an anogenital examination with use of a colposcope, the children were asked for their reactions to different parts of the examination. The instrument used was a Faces Rating Scale with five faces, ranging from smiling to crying. Parents and nurses also completed questionnaires regarding their perceptions of the children's reactions. RESULTS: The results from the self-report scales showed that only 7.7% of the children rated the anogenital examination as somewhat negative, but the children rated the anogenital part of the examination as significantly more distressing than the examination of their ears and mouth. Microbiological swabbing from the anogenital area was most frequently mentioned as something the children disliked. Complementary data from the parents supported the children's responses regarding the anogenital part, but also emphasized the importance of good preparation and a "child-friendly" atmosphere when performing the examination. CONCLUSIONS: Most preschool children, who have no history of sexual abuse do not find an anogenital examination traumatic if the examination is well planned and performed by experienced professionals in a supportive atmosphere.     

在体验中增进幼儿社会认知

幼儿的社会认知能力培养对于其未来发展具有十分重要的意义,而体验活动的开展则是一种十分有效的手段。在这种背景下,本文首先概述了增进幼儿社会认知的重要性,进而从四个方面对基于体验活动的幼儿社会认知能力提升的可行途径进行了探讨,并在最后进行了反思与讨论。     

Pluralism in children's reasoning about social justice

To determine if children construe the fairness of societal practices as dependent on the implicit contract or definition of a situation, first (M = 6.8 years), third (M = 8.8 years), and fifth (M = 11.0 years) graders were questioned about 3 situations: one emphasizing learning or mastery, a contest, and a test. For each situation, they judged the fairness, alterability of fairness, effectiveness, and harmfulness of 3 teaching or coaching practices: having more able individuals help the less able, having individuals compete publicly, and having them perform independently. Children judged the fairness and effectiveness of each practice differently for each situation. They also recognized that unfair practices could become fair with participant consensus or over time, and that the potential of a practice to cause harm differed depending upon the context. These results were comparable for educational and athletic activities. In these respects, children's conceptions of the fairness of societal practices resemble those of philosophers who advocate pluralistic conceptions of justice.     

Parental coping with children's negative emotions: relations with children's emotional and social responding

This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner.     

Seeing and believing: children's understanding of the distinction between appearance and reality

When young children are asked questions about objects with misleading appearances, they make two kinds of errors: (1) phenomenism--they report appearance when asked to report reality; and (2) intellectual realism--they report reality when asked to report appearance. Two studies with 3-year-old children tested the hypothesis that phenomenism errors predominate when children are asked about objects' real and apparent properties, whereas intellectual realism errors predominate when children are asked about objects' real and apparent identities. The results of these studies provided some support for the property-identity hypothesis; children's appearance-reality judgments about properties tended to differ from those about identities. More phenomenism errors were elicited when the stimuli were described to the children in terms of their properties than when the very same stimulus objects were described in terms of their identities. Identity tasks were not found to elicit predominantly intellectual realism errors, although the data showed trends in this direction. The implications of these results for theories about young children's tendency to accept things in terms of their perceptual characteristics were briefly discussed.     

情景喜剧的喜剧性与陌生化的运用

近年来,情景喜剧在我国的电视荧屏逐渐走红。对中国而言,情景喜剧是一种舶来品,它从引进、兴起到掀起的收视热潮走过了十年的时间。这十年间,情景喜剧在国内蓬勃发展。拟从它热播的内在原因、社会原因谈起,并从陌生化运用的角度来分析其戏剧性形成的原因。     

Parental reactions to children's negative emotions: longitudinal relations to quality of children's social functioning

Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence.     

Young children's knowledge about visual perception: projective size and shape

Although recent research indicates that an increased sensitivity to visual appearances develops around 4 or 5 years of age, evidence from perceptual studies suggests that certain types of appearances, that is, projective size and shape, are not noticed or understood until at least 7. 4 experiments investigated preschool children's knowledge of the projective size--distance and projective shape--orientation relationships. In Experiment 1, 3- and 4-year-olds were asked whether an object should be moved farther or nearer in order to increase or decrease its apparent size. 4-year-olds performed significantly better than chance, but 3-year-olds did not. Experiment 2 showed that 3-year-olds are able to perceive projective size changes, indicating that although they do not fully understand the projective size-distance relationship, the necessary perceptual information is potentially available to them. In Experiment 3, 3- and 4-year-olds were asked to indicate how a circular object should be rotated to make it appear either circular or elliptical. Again, 4-year-olds performed significantly better than chance, but 3-year-olds did not. Again also, the results of Experiment 4 indicate that although 3-year-olds are not aware of the projective shape-orientation relationship, they are capable of attending to changes in projective shape. Thus, the constraints on children's knowledge of the projective size-distance and projective shape-orientation relationships seem to be at least partly cognitive rather than wholly perceptual. These results are interpreted as further evidence for the acquisition of level 2 percept knowledge during early childhood.