Observational,physiological, and self-report measures of children's anger: relations to reactive versus proactive aggression

The goal of this study was to examine the relations of reactive versus proactive aggression to children's anger, as assessed using observational, physiological, and self-report measures. Anger was hypothesized to be related to reactive aggression, but not to proactive aggression. Children (N = 272 second-grade boys and girls) participated in a procedure in which they lost a board game and prize to a confederate who cheated. Skin conductance reactivity and heart rate reactivity were measured throughout the procedure. Following the interaction, children viewed a videotape of the game and self-reported on their level of anger after each turn of the game. Observational coding of children's angry facial expressions and angry nonverbal behaviors was conducted. Reactive aggression, but not proactive aggression, was positively related to skin conductance reactivity and angry nonverbal behaviors, both at an aggregated level and in terms of rate of increase over the time span of the game.     

Children’s Physiological and Emotional Reactions to Witnessing Bullying Predict Bystander Intervention

Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy‐nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self‐reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullying intervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children.     

如何制订面向全体学生的课堂教学目标

体育课的教学目标应该是面向全体学生的,考虑到学生的个体差异,教学目标应该表现为:方向目标与达成目标的统一;学生目标与教师目标的统一;个体目标与群体目标的统一.     

莫道成功无通途,惟以精诚至魂魄全球第六最畅销图书《致加西亚的信》评介

被美国《哈奇森年鉴》和《出版商周刊》誉为“有史以来全球最畅销图书第6名”的《致加西亚的信》,自最初发表出版以来,历经了一个世纪,被翻译成几乎所有的语言,各种版本累计销量大约8亿册! 《致加西亚的信》讲述了一个“把信送给加西亚”的传奇故事。美西战争爆发后,美国必须立即跟反抗西班牙的军队首领加西亚将军取得联系。加西亚通常在古巴丛林的山里活动,没有人能够确切知道他出没的地点,所以一般人无法把信带给他。而美国总统又必须尽快与他取得联系,获得他支持,与他合作对敌。这时,有人对总统说:“有一个名叫罗文的人有办法找到加西亚,也只有他才找得到。”他们把罗文找来,交给他一封写给加西亚的信。罗文拿了信,把它装进一个油纸袋里,封好,吊在胸口,划着一艘小船,4天之后的一个夜里在古巴上岸,消失于丛林中。接着在3个星期后,从古巴岛的那一边出来,又徒步走过一个危机四伏的国家,把那封信交给了加西亚。在孤身一人没有任何护卫的情况下,罗文中尉经历了常人难以想像到的艰难险阻,最终把信送给了加西亚将军——一个掌握着决定性力量的人手中。这里作者重点强调的是:麦金利总统把一封写给加西亚的信交给了罗文,接过信后,罗文并没有任何推诿,而是以绝对的忠诚、责任感和创造奇迹的主动性完成了这件“似乎不可能的任务”,也许他会因此而付出生命,但他什么也没有说,他想到的只是如何把信送给加西亚。一个世纪以来,由于《致加西亚的信》一书的面世,有关如何把信送给加西亚的故事,有关送信人罗文等,在全世界已广为流传。“送信”变成了一种具有象征意义的东西,变成了一种忠于职守,一种承诺,一种敬业、服从和荣誉的象征。这种思想观念影响了一代又一代人,一个国家又一个国家。即便现如今人们都在谈论着“变革”、“创新”,但是重提“忠诚”、“敬业”、“服从”、“信用”等话题并非不合时宜。忠诚和敬业并不仅仅有益于集体,我们每个人自己才是最大的受益者。一种职业的责任感和对事业高度的忠诚一旦养成,就会让你成为一个值得信赖的人、一个可以被委以重任的人。正如作者在书中所说:“文明,就是为了焦心地寻找这种人才的一段长远过程。”阿尔伯特·哈伯德的作品具有大多数励志性的畅销书的共同特点,那就是言简意赅。其实书中所讲述的道理都是老生常谈,但讲道理的方式深入浅出,所以才能被更广泛的读者群所接受。虽然时间和环境可以改变很多东西,但是大家立身处世的许多道理不会改变,比如阿尔伯特·哈伯德反复强调过的做人要忠诚,无论在什么时代,在什么地方都是屡试不爽的。那么到哪里能找到将信送给加西亚的人?下面让我们一起来品味这个仍令人心灵震撼的名篇。     

Emotion Expression Processes in Children''s Peer Interaction: The Role of Peer Rejection, Aggression, and Gender

The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls.     

The professor as a person: The role of faculty well-being in faculty development

This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology.     

Citation Behavior of Aerospace Engineering Faculty

Citation analyses provide valuable insights into the usage of library collections and assist in collection management decision-making; however, there are few engineering citation analyses of faculty publications. This study addresses that gap through an analysis of 3488 citations from aerospace engineering faculty publications by source, format, age, and subject. Local holdings were assessed based on the 80/20 rule and journal titles ranked. In addition to supporting citation patterns identified in previous citation analyses, this study revealed some novel relationships involving formats and subjects. The results of this study have implications for collection management.     

新疆撒拉族历史迁徙与文化变迁研究

文章通过梳理相关历史文献并结合田野调查资料,描绘了新疆撒拉族的历史渊源和形成的历史过程;新疆撒拉族在迁徙的历史进程中,为了立足新的环境与周边民族文化进行了长期的互动、积极调适,社会文化发生了积极的变迁.