The student–teacher relationship quality in children with selective mutism

Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group.     

东汉豪族与乡里社会探析

乡里是东汉豪族作为社会势力的根基所在,豪族通过长期对乡里宗族公共事务的主持和承担,在乡里形成了权威,进而取得了对乡里社会的支配权、实现了对乡众的超经济强制和地方官场的控制。豪族宗族组织在乡里发展势力的主要途径是在经济上靠大土地所有制的兼并,在政治上则是企图操纵地方官场。由此出现了豪族向官僚化和士族化演变的趋势．处于不同地位的豪族为此展开了激烈的竞争,最终导致了东汉乡里社会的分裂。     

基于民间信仰文化的漳台旅游开发研究

漳州作为台湾的主要祖籍地,漳台两地民间信仰的神祇大多相同,具有共同性和从属性,这为双方旅游的合作和共同开发提供了良好的条件。但目前双方之间的旅游合作在市场开放程度、客源流动的自由度等方面仍有待提高,统筹规划、联合开发的格局尚未形成。漳州与台湾应以两岸共同的信仰文化为基础,实现两地的旅游对接,推动两地的旅游合作向纵深发展。民间信仰文化旅游也是维系两岸骨肉亲情、促进国家统一的重要桥梁和纽带。     

家族制企业略论

随着经济的不断发展以及资本运作方式的不断多样化，家族制企业已然构成了现代经济制度，经济结构、经济运行中不可缺失的部分。本通过对家族制企业在资本积累、管理成本、组织结构、组织效率、决策机制等方面的优劣势分析，探求出家族制企业在产权结构的合理性、可持续经营、人力资源管理以及融资问题等方面所存在的障碍和制约，最终得出结论：家族制企业若要做到可持续性发展，其必然出路便是在以上各方面的不断创新。     

异称成因例释

从时代的差异、地域的差异、观念的变化、视角的变化、修辞的不同和翻译的不同等六个方面举的阐述异称的成因。异称的成因往往是复杂的、综合的,从严格的逻辑角度来说,异称的产生主要取决于对象的一般属性细微变化、认识的变化或表达的变化。各个异称所具有的理性意义是基本一致的,但它们的修辞色彩、表情色彩、文体色彩和联想色彩却有所不同。     

Personality traits of expert teachers of students with EBD: clarifying a teacher's X-factor

Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a self-efficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed.     

德国生物圈保护区发展经验及对中国的建议

德国将生物圈保护区融入国家可持续发展战略，在全国范围内建成了一个模范的生物圈保护区体系，成为维护国家生态系统稳定、探索资源可持续利用、创新社会发展模式、繁荣地方经济及开展人-地关系综合研究的重要平台。德国的经验体现在：具有深厚的自然保护地建设历史积累；官方及民间深刻理解认识到“人与生物圈计划”（MAB）的理念及生物圈保护区价值，并重视相关传播普及工作；国家及地方从政治法律、科学研究和国际合作方面支持有力；充分体现生物圈保护区的示范价值；在生物圈保护区的申报和阶段性评估中有所创新。基于德国的经验，建议中国有关部门：提升MAB及其生物圈保护区的公众认知度；强化国家支持力度，推动生物圈保护区“中国模式”的打造；推动生物圈保护区被纳入新时期自然保护地法制化体系进程；制定申报和阶段性评估的国家标准；加强国际交流与合作，共同打造不同国家间差异化的生物圈保护区发展模式，以有助于开创MAB发展新局面，促进人类命运共同体建设。