大卫·哈维的不平衡地理发展理论述评

不平衡地理发展是涉及诸多领域,如社会学、地理学、历史学、人类学、政治学、经济学等理论和实践中的核心问题之一.正是作为新自由主义政治规划和资本积累地理过程的全球化与多样性之间的冲突,越来越使我们认识到不平衡地理发展的重要性及其在当代政治实践的基础性地位.     

Protective and risk factors in health-enhancing behavior among adolescents in China and the United States: does social context matter?

An explanatory model of adolescent health-enhancing behavior based on protective and risk factors at the individual level and in 4 social contexts was used in a study of school-based samples from the People's Republic of China (n = 1,739) and the United States (n = 1,596). A substantial account of variation in health-enhancing behavior--and of its developmental change over time--was provided by the model for boys and girls, and for the 3 grade cohorts, in both samples. In both samples, social context protective and risk factors accounted for more unique variance than did individual-level protective and risk factors, and context protection moderated both contextual and individual-level risk. Models protection and controls protection were of particular importance in the explanatory account.     

《道藏》四卷本《唐玄宗御制道德真经疏》辨误

本文指出,<道藏>四卷本<唐玄宗御制道德真经疏>以杜光庭<道德真经广圣义>文为主,杂采成玄英<道德经义疏>及唐玄宗<御疏>等,非唐玄宗所撰;认为是五代后蜀乔讽所编<道德经疏义节解>原书.     

护士注意力稳定性品质与防范执行医嘱差错研究

采用注意力稳定性实验量表,测量426名护士的注意力稳定性.结果表明(1)干扰因素对护士注意力稳定性有明显影响;(2)被试失误率呈偏态分布,失误率左移,明显低于常模.结论:(1)减少护士执行医嘱时的各种干扰,应成为护理安全管理的重要工作;(2)护士提高有意注意力可以优化自身的注意力稳定性,这是安全执行医嘱的保障;(3)积极主动地进行注意力训练,参与专业培训,有利于直接或间接提高个体注意力稳定性,并使其在安全执行医嘱过程中起积极屏障作用.(4)个体注意力稳定性存在差异,对护士使用和遴选中,要关注注意力的品质.     

影响儿童情绪自我调节的因素

情绪自我调节较多的研究主要集中在有关情绪自我调节的表现方式和发展阶段水平方面,本文则从情绪自我调节的积极指向方面探讨其影响因素,认为大脑成熟顺序、社会认知发展及文化宗教等方面的因素影响着儿童的情绪自我调节.为对儿童的发展进行更好的干预提供依据.     

How expected evaluation influences creativity: Regulatory focus as moderator

Two studies investigated the effect of expected evaluation and regulatory focus on individuals’ creative performance. In both studies, first, the type of evaluation (informational versus controlling) was manipulated, and then regulatory focus was measured as an individual difference (in Study 1) or induced as a state using a pencil-and-paper maze task (in Study 2). Results provided evidence that participants who expect an informational evaluation were more likely to adopt an eager strategy; whereas participants who expected a controlling evaluation were more likely to adopt a vigilant strategy. Furthermore, participants in promotion-informational and prevention-controlling groups (regulatory fit conditions) performed more creatively than those in promotion-controlling and prevention-informational groups (regulatory non-fit conditions). In sum, the present findings contribute to a better understanding of how external evaluations and basic motivational orientations influence creative performance.     

“和”之精神在《管子》乐论中的具体体现

《管子》是我国齐文化一部重要著述。21世纪是追求“和”之精神的时代,重新审视《管子》乐论,从《地员》、《宙合》、《幼宫》三篇有关乐论的论述中,可以看到“和”之精神的存在。     

《论语》文体形式的文化阐释

《论语》是以“语”体和“子曰”等形式记录孔子的言论,建构孔子的话语权威和思想价值体系的。“子曰”形式最宜于孔子独自式地直接阐发自己的思想,“问——子曰”形式由于受到孔子“礼”和“仁”的规范,导致与孔子对话的真正主体缺席,而成为孔子建构自己话语权威的有效言说方式。孔子重视“言”的作用,但反对“巧言”。孔子不期望论辩,面对论辩他往往先预设道德判断,然后否定欲辩者,从而最终否定论辩本身。对孔子来说,“巧言”和“沦辩”会使自己的话语权威和思想价值体系面临被解构的威胁。     

Influence of school-level and family-level variables on Chinese college students’ aggression

With the frequent occurrence of campus violence, scholars have devoted increasing attention to college students’ aggression. This study aims to estimate the prevalence of aggression in Chinese university students and identify factors that could influence their aggression. We can thus find methods to reduce the incidence of college students’ aggression in the future. A multi-stage stratified sampling procedure was used to select university students (N = 4565) aged 16–25 years in Harbin. The Aggression Questionnaire, the Adolescent Self-Rating Life Events Checklist and the Social Support Revalued Scale were used to collect data. Females reported lower levels of aggression than males (p < .001). A multiple linear regression analysis was conducted to determine the influence of factors of aggression, and the model was highly significant (R² = .233, Ad R² = .230, p < .01). The results show that the aggression is affected by gender, family-level and school-level variables. Aggression scores are significantly correlated with not only family-level or school-level variables independently, but their combination as well. We find that the risk factors for aggression include a dissatisfying profession, higher levels of study pressure, poor parental relationships, poor interpersonal relationships, the presence of siblings, punishment, health maladjustment, less subjective support, and lower levels of utilization of social support.