新疆阿克苏地区农村金融可持续发展研究

分析了阿克苏地区农村金融体系可持续发展中存在的问题,进一步得出阿克苏地区农村金融体系改革的目标,并提出相应的政策措施以及对策建议。     

Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains

Motivation and emotional regulation are important for the sustained focused study and practice required for high levels of achievement and creative productivity in adulthood. Using the talent development model proposed by the authors as a framework, the authors discuss several important psychosocial skills based on the psychological research literature that are antecedent and concurrent to the types and level of motivation needed for transitions from ability to competence, competence to expertise, and beyond.     

Stronger Working Memory Reduces Sexual Risk Taking in Adolescents,Even After Controlling for Parental Influences

This study examined the prospective influence of adolescent working memory (WM) on changes in impulsivity and sexual risk taking and assessed whether this relation could be explained by confounding effects of parental influences. Data from 360 community adolescents (M_age = 13.5 ± 0.95 years; 52% female; 56% non‐Hispanic White; low‐mid socioeconomic status (SES); recruited from Philadelphia area in 2004–2005) were analyzed using structural equation modeling to predict changes in impulsivity and sexual risk taking over a 2‐year follow‐up, using baseline assessments of WM, parental monitoring, parental involvement, and SES. Stronger WM predicted reduced involvement in sexual risk taking at follow‐up, effects channeled through changes in impulsivity dimensions of “acting without thinking” and “inability to delay gratification.” Parental variables had a protective influence on adolescent impulsivity and risk involvement, but the effects of WM operated independently of parental influences.     

Validity of the verbal immediacy scale

The development and use of the verbal immediacy scale (Gorham, 1988) are outlined and discussed. Data are presented which bring into question the validity of the measure. It is concluded that the scale may not be a valid operationalization of the immediacy construct as outlined by Mehrabian (1971) and, even if it is, it generates a response set such that the meaning of the responses obtained is unknown. The scale is not recommended for continued use in communication research prior to its reformulation and additional testing for validity.     

Using Authentic Assessment to Evidence Children’s Progress Toward Early Learning Standards

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.     

The Effects of Perceived Daily Social and Academic Failure Experiences on School-Age Children's Subsequent Interactions with Parents

The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect, aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors.     

The Role of Domains in the Conceptualization of Talent

In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice.     

The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents

In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports.     

浅谈大学生职业生涯规划课程的设计

在严峻的就业形势下如何给予大学生职业规划指导,是各高校面临的教育新课题。大学生职业生涯课程能够引导学生了解职业生涯规划的基本知识,规划流程,更好地定位自己的职业道路。职业规划课程在高校中的课程定位、教学目标、教学内容、教学方法都不同于传统的专业课程,需要从职业生涯规划课程的实际意义出发开展课程设计。