巴黎零点，时光倒流

ONE 在洋溢着浪漫气息的巴黎遇见沈慕的时候,夏悦有一瞬间的迷茫,时光飞逝,再次看见他的时候已没有了当初的少女情愫,多了几分成熟。     

手绘鞋：走在路上的潮人

手绘鞋（又称涂鸦鞋）是指使用手绘专用的环保颜料,在空白帆布鞋的鞋面画上任意喜欢的图案,以卡通居多,最初流行于美国,因其实用性、讲究创意、彰显个性的特点,问世以来一直受到时尚潮人的追捧,特别是近年来在欧美、日韩、台湾等地刮起了“涂鸦文化”的旋风。     

帮助孩子在玩中学、学中玩

Mimi女士所任教学前班的小朋友们整天都很忙——他们忙着学习即兴表演技能、分析能力、语音、数学知识和其他的知识。Mimi女士知道幼儿的入学准备是伴随着知识和社会技能的培养而不断得到促进的．但是她又担心孩子们还没有足够的习得社会技能的经验。     

如何培养学生问题意识

问题意识是指学生在学习过程中,遇到一些难以解决的问题时,产生的一种怀疑、困惑、焦虑、探究的心理状态。在这种心理状态的驱使下,学生通过积极总结,有意识地去发现问题,明晰问题进而解决问题。     

中职学校农村劳动力转移就业培训探索与思考

开展农村劳动力转移就业培训是中职学校职业教育的重要组成部分,如何开展农村劳动力转移就业培训工作是中职学校面临的新课题。本文通过总结广西理工职业技术学校在开展农村劳动力转移就业培训中的经验教训,对广西中职学校开展农村劳动力转移就业培训中存在的问题及原因进行分析与思考,争取培训效果最大化,努力开创中职学校农村劳动力转移就业培训工作新局面。     

浅谈数学课堂教学的导课设计

课堂教学中一个设计新颖、引人入胜的开头起着举足轻重的作用。笔者从实际出发，在数学课堂实践中尝试多种导课方法，有利于全面提高课堂效果和质量。     

品格——个人和民族的力量源泉

品格是世界上最强大的动力之一。高尚的品格，是人性的最高形式的体现，它能最大限度地展现出人的价值。     

Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence

The early childhood antecedents and behavior-problem correlates of monitoring and psychological control were examined in this prospective, longitudinal, multi-informant study. Parenting data were collected during home visit interviews with 440 mothers and their 13-year-old children. Behavior problems (anxiety/depression and delinquent behavior) were assessed via mother, teacher, and/or adolescent reports at ages 8 through 10 years and again at ages 13 through 14. Home-interview data collected at age 5 years were used to measure antecedent parenting (harsh/reactive, positive/proactive), family background (e.g., socioeconomic status), and mother-rated child behavior problems. Consistent with expectation, monitoring was anteceded by a proactive parenting style and by advantageous family-ecological characteristics, and psychological control was anteceded by harsh parenting and by mothers' earlier reports of child externalizing problems. Consistent with prior research, monitoring was associated with fewer delinquent behavior problems. Links between psychological control and adjustment were more complex: High levels of psychological control were associated with more delinquent problems for girls and for teens who were low in preadolescent delinquent problems, and with more anxiety/depression for girls and for teens who were high in preadolescent anxiety/depression.     

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.     

Physical discipline and children's adjustment: cultural normativeness as a moderator

Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.