Editorial.

Presents some brief remarks from the editor of the Journal of Educational Psychology regarding his goals for the Journal, and noting the decline in membership in Division 15. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The achievement test desk reference: A guide to learning disability identification, second edition.

Reviews the book, The achievement test desk reference: A guide to learning disability identification, second edition by Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso, and Jennifer T. Mascolo (2006). The Second Edition of the Achievement test desk reference comes only four years after its first edition. Its content echoes the first edition, with the chapters now re-organized and updated. However, this edition is also timely; its significant contributions are its theoretical and practical model for defining and assessing learning disabilities (LD) and its update of practical information for interpreting many of the new standardized achievement tests. The goal for this edition was to provide an integrated and systematic framework for achievement testing within the framework of the Cattell-Horn-Carroll (CHC) theory of human cognitive abilities and the Response to Intervention (RTI) movement. Part 1 of provides an update of the theories, definitions, assessment, interpretation, and identification of LD. Part 2 describes and reviews the psychometric, theoretical, and qualitative features of achievement tests published between 1996 and 2006 and normed on people from the United States. Part 3 provides a comprehensive, step-by-step process for assessing learning disabilities under the Individuals with Disabilities Education Improvement Act (IDEA 2004). This volume guides practitioners to choose the best achievement tests to use. It shows how to get the most efficient and effective evaluations of students' academic skills that could account for their difficulties and possible learning disabilities. This book will be essential reference material for effective LD assessments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gold Medal Award for Life Achievement in the Application of Psychology: Edwin A. Fleishman.

The 2004 Gold Medal Award for Life Achievement in the Application of Psychology was awarded to Edwin A. Fleishman, for his significant contributions to the science and applications of psychology, which he has sustained over his remarkable career. He is cited for his research, which has had a profound influence on our understanding of human capabilities, their measurement, their development, and their application in the world of work. Through his many influential leadership roles, as president of the International Association of Applied Psychology and three divisions of the American Psychological Association, and as editor of the Journal of Applied Psychology, he has helped shape our profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

努力攀登科技高峰 为把石化工业建成支柱产业多做贡献

概述中国石化总公司成立以来所取得的重大科技成果。     

我国钨冶炼技术的新进展

综述了近年来我国钨冶炼在开发处理多种资源的工艺技术，钨钼分离技术，从低品位钨矿物原料和含钨废料中生产高纯APT，钨冶炼技术装备和自动化水平，膜分离技术在开发无污染钨冶炼工艺的应用，超细钨粉等方面的最新进展和成果。在此基础上，展望了我国今后钨冶炼发展的方向。     

Influence and adjustment goals: Sources of cultural differences in ideal affect.

Previous studies have found that in American culture high-arousal positive states (HAP) such as excitement are valued more and low-arousal positive states (LAP) such as calm are valued less than they are in Chinese culture. What specific factors account for these differences? The authors predicted that when people and cultures aimed to influence others (i.e., assert personal needs and change others' behaviors to meet those needs), they would value HAP more and LAP less than when they aimed to adjust to others (i.e., suppress personal needs and change their own behaviors to meet others' needs). They test these predictions in 1 survey and 3 experimental studies. The findings suggest that within and across American and Chinese contexts, differences in ideal affect are due to specific interpersonal goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

高职教育网上成绩考核系统的总体设计

本文对网上成绩考核系统进行了总体设计.其中,设计了校园网的网络结构模型、网上成绩考核系统的模块结构及其数据库和数据表.     

上市公司2001年业绩及前景

介绍了新闻纸、文化用纸有包装用纸上市公司2001年的主要业绩并对其发展前景作了分析。     

The Benefits of a "Sidelong" Approach to Self-Esteem Need Satisfaction: Comment on Crocker and Park (2004).

J. Crocker and L. E. Park (2004) have achieved an admirable integration of the self-esteem literature with their claim that self-esteem is better conceived of as a dynamic human striving, rather than as a passive state or personality characteristic. However, the costs of self-esteem striving may be overstated--these costs may arise only in certain constrained cases. Also, although Crocker and Park suggested that self-esteem is not a true psychological need, there is evidence that humans in all cultures need to feel a positive sense of self-worth (K. M. Sheldon, in press). Problems may arise only when people strive too directly for this feeling, rather than deriving it as a natural concomitant of non-self-focused goals. A "sidelong" approach to self-esteem need satisfaction is advocated in this commentary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of 3 training design factors--goal frame, goal content, and goal proximity--cutting across these 2 theoretical domains on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all 3 factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content compared with congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)