黑死病的社会结果（1348-1351）

十四世纪中叶的黑死病对欧洲社会产生了深远的影响。黑死病的结果不仅仅是人口数量的下降,改变了欧洲的社会经济结构,并且对时人的价值观念产生了深远的影响。     

我国农村社会管理体制研究现状与展望

改革开放尤其是取消农业税以来,我国农村社会管理体制问题日益引起国内学术界的关注,有价值的研究成果大量涌现并呈现出三大特点：在研究角度上。展现出跨学科及交叉研究的趋势;在研究内容上,呈现出既重视历史经验的总结又注重对现实问题的分析;从研究结果看,缺乏对经验事实的观察以及提供机制与方式的提炼,强调理论推演而缺少可行性考虑,政策指导意义不强。未来的研究仍具有较大拓展空阍,应在农村社会管理体制的理论及范围、改革中成功案例的分析、配套政策及政策评价体系等方面进行深入研究。     

知识社会学：师生冲突的一种研究视角

知识社会学为师生冲突研究提供了一个新的认识视角：在教育场域中,师生关系是在知识的再生产和接受中建立起来的。师生交往过程实质上是师生间知识的社会建构过程,师生冲突往往表现为师生知识视界的碰撞,其背后充斥着知识与社会权力的矛盾和斗争。教师合理消解与应对教育场域中师生冲突的策略是：更新冲突观,改变参与知识方式,与学生展开知识对话,引导学生学会知识选择。     

3-5岁流动儿童心理理论发展与家庭功能的关系

本研究以135名3-5岁流动儿童为被试,考察其心理理论发展与家庭功能的关系,研究发现:(1)3-5岁流动儿童心理理论发展水平存在显著的年龄差异,随着年龄的增长流动儿童心理理论发展水平也越稳固,且其发展具有一定的滞后性;(2)是否独生子女对3-5岁流动儿童心理理论发展影响显著,非独生子女被试心理理论水平显著高于独生子女;(3)母亲的文化水平对幼儿心理理论任务成绩影响显著,母亲文化程度越高,幼儿心理理论任务成绩越好;(4)家庭功能类型中,中间型与平衡型、中间型与极端型家庭儿童在心理理论发展水平上存在显著差异,中间型家庭流动儿童心理理论发展水平明显高于其他两种类型家庭,且家庭亲密度与流动儿童心理理论任务成绩呈显著正相关.为促进流动儿童心理理论的发展,流动儿童家长应加强对子女的精神关爱,经常与其交流、谈话;应鼓励子女更多地与他人交往,并为其提供假装游戏的机会;应努力营造家庭成员之间感情亲密、家庭功能健全的家庭氛围,多与子女进行情感层面的互动.     

女大学生创业的心理障碍分析——传统社会性别观念的影响

传统社会性别观念中存在的对女性价值的否定和贬低。使女大学生对创业形成了心理障碍,正确的分析和看待传统社会性别观念中对女性价值的负面评价,从创业培训课、创业绿色通道、女大学生心理素质训练营、二课堂活动、女性“四自”教育方面入手,为女大学生解除思想包袱,提供演练条件,提供配套服务,解除女大学生创业的心理障碍,鼓励和推动女大学生创业。     

浅议绿色会计的建立与发展

绿色会计是近十年来发展起来的会计学科的一个重要分支，在西方发达国家，成为一个热门话题。绿色会计的研究把企业的经济效益和整个社会效益结合起来，更利于社会经济的可持续发展。     

Linkages between cognitive and social dialogue patterns during collaborative small-group discussions

BackgroundCollaborative small-group discussions have the potential to promote reading comprehension, critical thinking, and argumentation. However, few studies have gone beyond cognitive processes to understand the social characteristics of dialogue and their potential contributions to students’ cognitive processing in turn-by-turn dialogic exchanges.AimsThis study closely examined dialogues between speakers and addressees regarding their levels of cognitive processing (i.e., cognitive dialogue patterns) and social processes reflecting social cohesion (i.e., social dialogue patterns). The aims were to understand, first, the relations between students' cognitive dialogue patterns and their social dialogue patterns, and second, the relations between students' cognitive dialogue patterns and peers’ social dialogue patterns.SampleThis study included 4070 speaking turns generated by 120 fifth-graders in 60 small-group discussions.MethodsStudents participated in small-group discussions, called Collaborative Social Reasoning. Dialogue between pairs of group members formed social networks, based on which Exponential Random Graph Models (ERGMs) were specified.ResultsFindings showed that speakers' social dialogue patterns were associated with their cognitive dialogue patterns. However, receiving social dialogue patterns from peers did not always predict students’ advanced types of cognitive dialogue patterns.ConclusionsThis study demonstrated that cognitive and social aspects of small-group discussions are intricately linked, and that encouraging social cohesion does not guarantee that students will engage in collaborative and critical discussions.     

Enhancing the practice of social work

This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing.     

Unexpected changes of itinerary – adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder

Adaptive functioning skills, also known as adaptive behaviours, refer to a multifaceted concept defined as behaviours necessary for age-appropriate, independent functioning in social, communication, daily living or motor areas. In light of the growing population of children with ASD who will eventually become adults, increased understanding of adaptive functioning during the transition to adulthood is of importance, but current research in this area lacks first-hand evidence presenting adaptive skills difficulties among older adolescents and adults with ASD. This article focuses on adaptive functioning skills in daily transitions for adults with Asperger’s syndrome (AS) or high-functioning autism (HFA). It draws on evidence from 12 interviews with individuals on the autism spectrum age 16–43, and 2 focus groups with 8 family members of people affected by ASD. Particular emphasis is placed on impact of adaptive functioning difficulties on well-being and quality of life for adults with ASD. Grounded theory approach has been used to analyse the gathered data. Interviewees reflected on daily challenges associated with unexpected changes in routine, sensory difficulties and social interactions. These in turn had an impact on their adaptive functioning skills by introducing complications in the process of making transitions between different contexts and decreasing interviewees’ ability to tackle challenges of daily life. Importance placed on societal expectations towards meeting bespoken standards and conforming to norms ruling the structure and interactions of daily life were also widely discussed. Frequently such expectations did not allow for factoring in the developmental nature of ASD and related difficulties, which as a result triggered additional complexity in managing daily transitions for adults on the spectrum. Further research addressing adaptive functioning skills in daily transitions for adults with ASD is needed.     

我国社会稳定研究综述

本文从社会稳定的内涵、形态、特征、影响社会稳定的新因素和实现社会稳定的对策等方面,比较全面、系统地梳理和归纳了近年来我国理论界关于社会稳定研究的最新成果.