Treating abused children: Some clinical and research aspects of work carried out by the national advisory centre of the National Society for the Prevention of Cruelty to Children in the United Kingdom

A study of the initial phase of intensive work with families indicated that whilst outreach techniques had dramatically reduced physical injury there was long-term distortion in the child's relationship with mother (parent) less amenable to change. The most recent phase of work has concentrated on direct treatment for the abused child, using a multidisciplinary team that includes a play specialist and child psychotherapist in addition to the social workers involved. Out of a total number of 66 children seen between April 1977 and December 1979 it was alarming to find that almost all were emotionally disturbed; even if the abuse did not reoccur they remained with considerable problems. The study highlights the degree of emotional disturbance suffered by these abused children and how they can be helped by focusing on their particular treatment needs. It is important to assess all children in the family situation and not to miss the quiet, depressed, withdrawn child who might not have been the subject of the initial referral. In some instances the needs of the child may outweigh those of the family and the focus of treatment must be on the child.     

Difficulty and self-efficacy: An exploratory study

Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed.     

基础法语教学中法语文学的作用--以《法语》教材为例

从上世纪90年代初开始,国内众多高校选择外语教学与研究出版社出版的《法语》作为法语专业本科阶段的教材。该文研究了该教材中法语文学类课文的分布和占比,分析了该教材缺少该类课文的原因及对学习法语的中国学生所产生的影响,评估了通过文学类课文教授基础法语的方法及前景,建议在法语教材中增加适合学生语言水平的法语文学类课文。     

从英汉对比角度看英语定语从句的翻译

对英汉复句组织特点和英语定语从句与汉语的形容性修饰成份的语序进行粗略的对比 ,分析了翻译英语定语从句中可能遇到的障碍并简要论述了其译法。由于英语定语从句在不同的语境中可表达不同的概念 ,起着不同的功用 ,译者常须根据句间句群间的逻辑语义关系与汉语规范重构汉语译文。     

高跟鞋

高跟鞋,这个名词就是为女人而创造的。穿上它,女性的那种特别的妩媚魅力就显现无疑,并且被放大无数倍,彰显个性。根据一些大牌的时尚鞋类网站的统计．像周仰杰（Jimmy Choo）和古琦（Gucci）,它们认为6厘米高鞋跟的高跟鞋只能成为“低跟”鞋,8．5厘米被称为“中等”,再朝上才能称为“高跟”鞋!     

大学生英语职业应用能力需求趋向性调查研究

大学生英语应用能力的需求分析是英语教学研究的重要环节。大学生提高英语应用能力的需求、用人单位对大学生英语交际能力的需求及高校施教力度三方面的调查表明,大学生英语应用能力具有一定的职业趋向性,学生和职业在听说能力方面的需求趋向基本一致,而教学力度与前两者尚存在差异,三者在翻译能力需求方面存在差异。     

EXPLORING FEAR: ROUSSEAU,DEWEY, AND FREIRE ON FEAR AND LEARNING

Fear is not the first feature of educational experience associated with the best‐known progressive educational theorists—Jean‐Jacques Rousseau, John Dewey, and Paolo Freire. But each of these important thinkers did, in fact, have something substantive to say about how fear functions in the processes of learning and growth. Andrea English and Barbara Stengel juxtapose the ideas of these thinkers in this essay for three purposes: (1) to demonstrate that there is a progressive tradition that accounts for negative emotion in learning; (2) to explore doubt, discomfort, and difficulty as pedagogically useful, with links to fear as both a prompt for and an impediment to growth; and (3) to suggest that teachers take negative affect into account in their pedagogical practice. In doing so, English and Stengel join with contemporary theorists in and out of education to recognize that affect cannot be left out of social theory and that understanding the play of emotion is an integral part of creating truly educational contexts and experiences. The authors' focus here is on fear in processes of learning.     

Departmental morale as a function of the perceived performance of department heads

The object of this paper is to analyze some of the factors underlying differing levels of morale in university departments. Morale is conceived to be primarily a product of perceived department-head performance, although it is also suggested that environmental and satisfaction variables may be important. Morale is seen as a potential symptomatic attribute which might be used in diagnosing organizational difficulties. The authors did indeed find, using multiple discriminant analysis on departmentally aggregated data, that the perceived performance of department heads was more important in predicting levels of morale. In addition, department size was also found to be useful. The conclusions drawn were that morale could be used as a symptom of departmental (or organizational) well being and that such data could be useful to those managing department heads both in the selection of department heads and in their ongoing supervision.The authors were designated by Western Kentucky University to supervise the collection and analysis of the data described. The data were used with the permission of the Office of the President, Western Kentucky University.