大学生父母教养方式、自尊与攻击行为关系研究

通过问卷法对江西省某大学的大学生进行调查,综合考察父母教养方式、自尊水平对大学生攻击行为的影响,发现:(1)大学生的父母教养方式存在不同程度的差异;(2)自尊水平存在性别和城镇与乡村差异;(3)总攻击行为存在性别差异;(4)大学生的父母教养方式、自尊水平、攻击之间密切相关。通过父亲惩罚、父亲拒绝、父亲偏爱、母亲拒绝四个因子和自尊水平可以预测大学生的攻击行为。     

评《苏德互不侵犯条约》

1939年的《苏德互不侵犯条约》，是苏联在凶险复杂的国际环境下与纳粹德国签订的。这次苏德谈判之所以取得突破，主要在于慕尼黑会议后欧洲政治局势演变中双方的战略考虑。这个条约暂时有利于苏联，但更有利德国，不利于国际反法西斯斗争，对世界和平则是一场巨大的灾难。     

论董仲舒的教师观

在教师施教方面,董仲舒重视言传身教,主张适时、适度、适量教学,并且采用次第相传的教学方式。在教师治学方面,董仲舒强调强勉努力、专心致志和多连博贯。在教师修身方面,董仲舒认为应该通过扬善抑恶、仁智结合和积渐聚微等方法提高教师思想道德水平。     

Parenting and childhood aggression in the Chinese context: an examination of parental responses,physical coercion and warmth

Parental response, physical coercion and warmth and their relationships with childhood aggression were assessed with 277 children (142 boys; M age = 56.5 months, SD = 10.93 months) in Hong Kong. Results indicated that both fathers and mothers reported significantly more intervention strategies in response to hypothetical vignettes of physical aggression than relational aggression. Both fathers’ and mothers’ self-reported physical coercion was positively correlated with boys’ and girls’ composite scores of physical and relational aggression as reported by teachers, fathers and mothers, whereas fathers’ self-reported warmth was associated with a lower level of physical and relational aggression in boys. Furthermore, maternal warmth moderated the association between physical coercion and girls’ relational aggression. Findings suggest that parents’ normative beliefs regarding relational aggression should be challenged and the general acceptability of parental control in the Chinese context does not necessarily imply the absence of a link with childhood aggression.     

试用关联理论分析非语言交际

关联理论在分析推理语言交际中具有了重要作用。非语言交际也是交际中不可缺少的一个方面。用关联理论来分析非语言交际,并融合语言交际和非语言交际以便达到最佳关联,产生最佳认知效果。     

Biting Behaviors Among Preschoolers: A Review of the Literature and Survey of Practitioners

Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities?     

试析网络域名侵权及其法律适用

当前有关计算机网络域名的民事纠纷案件的发生有上升之势，网络域名侵权、不正当竞争行为的发生不仅损害了合法经营者的商标权，也损害了网络消费者的合法权益。正确认识域名权与商标权的区别以及域名抢注、使用和转让过程中构成的不正当竞争行为，正确适用法律来解决这些民事纠纷，以便及时有效地保护合法网络经营者和其他经营者、消费者的正当权益。     

九十年代以来的趋向动词研究述评

本从趋向动词的性质、趋向动词的语义研究以及动趋式在句子中的分析等方面对90年代以来的趋向动词的研究现状和成果加以综述和评论，并对其研究方法进行了一定的总结。     

“九·一八”事变前日本对中国东北朝鲜族教育权的侵夺

清代中期以来 ,从朝鲜移入中国东北的朝鲜族日益增多。日本出于侵略中国的需要 ,对移入中国的朝鲜族教育表现出极大的关注。在中日矛盾空前激烈的情况下 ,中国东北军阀竟也对朝鲜族教育采取了一些限制、同化 ,甚至取缔的措施。朝鲜族教育就是在这样一种复杂而又艰难的境地中发展起来的 ,主办者坚持反日 ,积极与东北地方政府沟通 ,寻求中央政府的支持 ,为朝鲜独立运动及中国革命培养了后备人才 ,也为发扬朝鲜族优秀的传统文化做出了不可磨灭的贡献。     

The protective role of teacher–student relationships against peer victimization and psychosocial distress

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.