丑中现美 性中显人——《金瓶梅》第27、79回谈

兰陵笑笑生深晓一个人对性的态度最能反映人性本质的道理。他以独特的审丑艺术描写和揭示了西门庆、潘金莲在第 2 7回和 79回中的形而下和形而上。通体明亮地现出西、潘二人的灵魂和全部人性价值。本文探讨了笑笑生丑中现美、性中显人的创作手法     

当前我国青少年性教育中存在的问题及对策

目前,我国性教育虽已取得显著成绩,但仍面临一些亟待解决的问题:性教育观念落后;性教育内容不够完善; 性教育对象偏窄;性教育方法手段简单;性教育教材匮乏;性教育实施者互相推诿等等。加强性教育的主要对策有:树立科学的性教育观念;充实和完善性教育内容;性教育要从小抓起;运用灵活多样的性教育方法;加强性教育教材建设;建立学校、家庭、社区互动、立体的教育模式等。     

Sex Differences in the Perceived Appropriateness of Receiving Verbal Aggression

This study predicted that (a) male recipients evaluate aggressive messages as more appropriate than female recipients, and (b) the magnitude of this difference varies as a function of contextual parameters. A total of 249 college-aged students responded to hypothetical scenarios to evaluate the influence of sex of the message recipient, sex of the message source, relationship type, and privacy level of the communication setting on recipients’ evaluations of appropriateness of aggressive communication. Results indicated that male recipients evaluate aggressive messages as more appropriate than female recipients, and this main effect was moderated by sex of the message source, relationship type, and privacy level. The discussion highlights the subjective experience of aggression for male and female recipients.     

当今社会性别观念现状与加强性别意识教育

统计数字表明，“男女平等”正在成为我国社会公众的主流意识，但一些传统观念仍然存在，成为束缚人们尤其是女性群体生活和行为的思想羁绊。传统教育对传统社会性别观念的影响不容忽视，加强性别意识教育是改变现状的根本途径。     

加拿大华裔女性的自我身份建构——解读《残月楼》

文化和性别的双重歧视使得加拿大华裔女性的身份建构更为艰难.<残月楼>通过再现华裔真实生活.对质疑文化霸权和性别压迫、建立中加混杂文化、倡导女性独立、完成华裔女性的身份建构,具有历史和现实意义.     

Commercially sexually exploited youths’ health care experiences,barriers, and recommendations: A qualitative analysis

The current study sought to understand commercially sexually exploited (CSE) youths’ health care experiences, barriers to care, and recommendations for improving health care services. We conducted focus groups (N = 5) with 18 CSE youth from February 2015 through May 2016 at two group homes serving CSE youth in Southern California. We performed thematic content analysis to identify emergent themes about CSE youths’ perspectives on health care. Youth described facilitators to care, including availability of services such as screening for sexually transmitted infections, knowledge about sexual health, and a strong motivation to stay healthy. Barriers included feeling judged, concerns about confidentiality, fear, perceived low quality of services, and self-reliance. Overall, youth emphasized self-reliance and “street smarts” for survival and de-emphasized “victimhood,” which shaped their interactions with health care, and recommended that health providers develop increased understanding of CSE youth. Our findings suggest that providers and community agencies can play an essential role in raising awareness of the needs of CSE youth and meet their health needs through creating a non-judgmental environment in health care settings that validates the experiences of these youth.     

Romantic Partners’ Use of Facework and Humor to Communicate About Sex

Communication about sex can be challenging, even in committed romantic relationships. This study explored verbal communicative behaviors that partners use to overcome discomfort associated with talking about sex. Data collected from 22 in-depth interviews revealed that relational partners used face-saving and humor to communicate about sex. Implications for the findings, limitations, and areas for future research are discussed.     

Caregiving and Social Support: A Twenty-first Century Challenge for College Students

This study adopted a caregiving perspective to analyze college students’ supportive relationships (N=266). With respect to the provision of care, female caregivers engaged in more difficult types of hands-on support than male caregivers, and data suggested that college caregivers are differently challenged by the life stage of the person for whom they provide care. With respect to students’ reception of social support, both main and interaction effects were found for sex, care giving status, and locus of control. Discussion focuses on the developmental nature of caregiving skills, social support reciprocity, and implications of these findings for public policy and human communication research.     

How gay and bisexual men compensate for the lack of meaningful sex education in a socially conservative state

The information shared in schools on sex education in the USA is highly variable depending on the state and sometimes city in which a student lives. Gay and bisexual students living in a socially conservative, primarily rural state such as Oklahoma often receive little information about sexual health information that pertains to their behaviours unless it is discussing the dangers of sex. Using a qualitative approach, 20 gay and bisexual men currently residing in Oklahoma completed semi-structured interviews about their experiences with sex education and alternate ways to compensate for lack of information provided. Participants noted an awareness of the lack of meaningful sex education or if it was offered, a primary focus on abstinence-only until marriage heteronormative curricula. Participants described various ways they compensated for lack of sex education including accessing pornography and information from the internet. With the current socio-political environment of Oklahoma, it is unlikely wholesale changes to the sex education curricula can be made. The importance of public health professionals using the internet and peer educators to deliver inclusive and informative sexual health information remains salient and viable for men who reside in socio-politically conservative areas like Oklahoma.     

Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the "Stars" Summer Kindergarten Orientation Program

This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers' ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school.