政策环境对实现残疾人康复服务的影响

根据《上海市残疾人"人人享有康复服务"评价指标体系》,采用综合评价法,对上海市6个区残疾人康复工作进行评价。研究发现,残疾人康复政策环境实现率为96.3%,5个二级指标实现率均超过80%,三级指标达标率63.3%。应明确残疾人康复工作的重要性,将残疾人康复纳入政策工作计划,各区残疾人康复政策环境建设应协调平衡发展。     

Cross-cultural investigations of stress: Conceptual and methodological considerations

Cross-cultural studios on stress are confounded by conceptual, methodological and applied problems. Although several comprehensive definitions of stress have been offered, the conceptual schema from which the definitions emerge reflect a Western perspective and are not always relevant when transposed into other cultures. The word stress itself is not easily translated into other languages which creates a problem for research workers in non-Western cultures. While studies in India of Westernized executives in organizations using Western models have offered valuable insights into problems related to organizational structures, executive stress, etc., they do not tell us a great deal about the nature and experience of stress in the rest of the population. A brief history of stress research is offered with a concentration on stress research in India. Conceptual and methodological issues are discussed leading to an assessment of the difficulties of stress research in India.     

Collaborative learning in engineering ethics

This paper discusses collaborative learning and its use in an elective course on ethics in engineering. Collaborative learning is a form of active learning in which students learn with and from one another in small groups. The benefits of collaborative learning include improved student performance and enthusiasm for learning, development of communication skills, and greater student appreciation of the importance of judgment and collaboration in solving real-world problems such as those encountered in engineering ethics. Collaborative learning strategies employed in the course include informal small group discussions/problem solving, role-playing exercises, and cooperative student group projects, including peer grading. Student response to these techniques has been highly favorable. Realizing the benefits of collaborative learning is a challenge to both teachers, who must give up some control in the classroom, and students, who must be willing to take greater responsibility for their learning. An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997 The author teaches courses in Science, Technology and Society and is Director of the Benjamin Franklin Scholars Program, a dual-degree program in engineering and humanities/social sciences.     

Speaking truth to power: Empowerment ideology as social intervention and policy

The popularity, and subsequent ambiguity, in the use of the term “empowerment” has created an even greater need for reassessment in the applied context than in the theory and research literatures. This paper outlines some of the areas of community, organizational, and societal level social intervention and policy ostensibly based on the concept of empowerment. These include neighborhood voluntary associations (for environmental protection, community crime prevention, etc.), self-help groups, competence-building primary prevention, organizational management, health care and educational reforms, and national and international community service and community development policies. Issues in applying social research to community organizations and to legislative and administrative policy making are reviewed. Ten recommendations are offered, including the value of a dialectical analysis, for helping researchers and policy makers/administrators make more effective use of empowerment theory and research. Humpty Dumpty: “When I use a word, it means just what I choose it to mean neither more nor less.” King of Hearts: “If there's no meaning in it, that saves a world of trouble, you know, as we needn't try to find any.”—Lewis Carroll Portions of this paper were first presented in the program “Empowerment Theory, Research and policy” at the Biennial Conference on Community Research and Action, Williamsburg, Virginia, June 18, 1993. The author thanks Barbara B. Brown, Jo Ann Lippe, Ken Maton and his students, David V. Perkins, Marc A. Zimmerman, and the anonymous reviewers for their very helpful comments on earlier drafts.     

American Legal argumentation: The Law and Literature/rhetoric movement

This essay discusses the most recent manifestations of the debate of the law and literature movement. The essay traces the evolution of the Law and Literature schools and identifies some of their adherents and conclusions, shows how these schools have influenced the conceptual development and teaching of American law, presents connections between the Critical Legal Studies and Law and Economics movements in the U.S., and raises questions about the Law and Literature movement.     

Intentional explanations and radical theories of education

In this paper I argue that Marxist studies of schools have overlooked the power of intentional explanations to explain schooling practices and policies. This oversight is at least in part due to many radical analyses failing to distinguish between explaining the acquisition and persistence of beliefs and determining the social consequences that follow from acting on beliefs. I further contend that radical researchers examining schooling practices must develop a more rigorous and refined conception of capitalist class interests.     

The technical drift of applied behavior analysis

Four dimensions (applied, analytic, general, conceptual) were selected from Baer, Wolf, and Risley's (1968) seminal article on the nature of applied behavior analysis and were monitored throughout the first 10 volumes of the Journal of Applied Behavior Analysis. Each of the experimental articles in Volumes 1 through 6 and the first half of Volumes 7 through 10 was rated on each of these dimensions. The trends showed that applied behavior analysis is becoming a more purely technical effort, with less interest in conceptual questions. We are using simpler experimental designs and are conducting fewer analogue studies. Although concern for maintenance is increasing, other forms of generality are being measured or analyzed less often. These trends are discussed in terms of a technical drift in applied behavior analysis.     

Identity theft1

Abstract

Psychoanalysis has almost disappeared from the curricula of most American universities, which I illustrate by the case of the department of psychology at my own university, Harvard. Courses on psychoanalysis are very rare there and it is mostly seen as a part of history of psychology and not as a set of ideas that can be useful nowadays. Personality models developed by Freud or Melanie Klein, as well as many more contemporary psychoanalysts, are, however, still very relevant for the humanities. This is particularly the case for Shakespeare studies and I am trying to show that despite the fact that psychoanalysis can enrich this field, less and less students show interest in it or are willing to admit that they themselves may have unconscious reactions. I focus on the usefullness of the concept of projective identification and propose the thesis that is another name for the activities of theater, and indeed for theater itself.