Autistic Behavior Compositie Checklist and Crofile ABCCP-孤独症行为综合评定量表和剖析图

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状态-特质自信量表(STCI)

状态-特质自信量表(STCI)简介状态-特质自信量表(STCI)是一种常用的心理测量工具，用于评估个体在特定情境下和长期特质中的自信水平。

该量表以问卷形式呈现，包含一系列有关自信感受和表现的描述性陈述，被测试者需要根据自己的感受进行选择和评价。

应用领域STCI广泛应用于心理学、教育学和其他相关领域的研究和实践中。

它可以用于评估个体在研究、工作、运动、社交等不同情境下的自信水平，从而为设计干预措施、培训计划或心理辅导提供依据。

量表结构STCI由两个子量表组成：状态自信量表和特质自信量表。

状态自信量表状态自信量表用于测量个体在特定情境下的自信水平。

它包含一系列描述性陈述，被测试者需要根据自己在特定情境下的感受，选择与自己感受程度最匹配的选项。

例如，"在面对新的挑战时，我感到很自信"。

特质自信量表特质自信量表用于测量个体长期特质中的自信水平。

它包含一系列描述性陈述，被测试者需要根据自己在一般情境下的感受，选择与自己感受程度最匹配的选项。

例如，"总体而言，我对自己的能力感到很自信"。

评分与解释STCI的评分通常采用4或5点量表，被测试者根据选择的选项进行得分。

高得分表示较高的自信水平，低得分表示较低的自信水平。

通过分析和解释STCI的得分，可以获得关于个体的自信水平以及可能的自卑、焦虑或挫败感等信息。

这有助于确定个体在特定情境下可能面临的问题，并提供相应的支持和干预措施。

总结状态-特质自信量表(STCI)是一种有效的心理测量工具，广泛应用于评估个体在特定情境和长期特质中的自信水平。

它能为研究和实践提供有关个体自信水平的信息，从而帮助设计干预措施和提供个体支持。

管理人员能力素质模型辞典大全

目录策略规划（Strategic planning）.................................. 错误!未定义书签。

定义：能清楚定义出企业长期、未来导向的经营目标，并据此建立执行计划，和协调整合及管理控制资源之活动。

.......................................... 错误!未定义书签。

成就导向（Achievement orientation）............................. 错误!未定义书签。

定义：重视具体的成效与表现，设法将工作做好。

能够设定标准（包括个人过去的表现、客观的指标、竞争对手的表现或前所未有的绩效目标）来挑战自我，以追求更佳的表现。

. 错误!未定义书签。

分析性思考（Analytical thinking）............................... 错误!未定义书签。

定义：能够将问题情境分成较小的部分，逐步探究问题情境所显示的意涵，包括有系统地将各部分的问题情境组织起来；比较各部分间不同的特征；分辨出优先次序及找出时间先后或因果关系。

.................................................... 错误!未定义书签。

变革管理（Change management）................................... 错误!未定义书签。

定义：能够洞悉组织内外在环境的变化，了解组织变革的需求，形成策略，协助整个组织或鼓动组织成员朝某既定的方向改变。

.............................. 错误!未定义书签。

人际沟通（Interpersonal communication）......................... 错误!未定义书签。

定义：能够倾听从他人处所发出的讯息、运用口语或非口语的方式透过正式或非正式的管道将讯息传递给他人，或正确地解读及重新组织所接收到信息。

自闭症的评估流程和项目

自闭症的评估流程和项目英文回答：Assessing autism involves a comprehensive evaluation process that includes various assessments and measures. The goal is to identify and diagnose individuals with autism spectrum disorder (ASD) based on their behavioral patterns, social interactions, communication skills, and sensory sensitivities. Here is an overview of the assessment process and some of the commonly used assessment tools:1. Initial Screening: The assessment typically begins with a screening tool to identify individuals who may be at risk for ASD. One commonly used screening tool is the Modified Checklist for Autism in Toddlers (M-CHAT), which consists of a series of questions answered by parents or caregivers.2. Diagnostic Interview: A diagnostic interview is conducted to gather information about the individual'sdevelopmental history and current symptoms. The Autism Diagnostic Interview-Revised (ADI-R) is a widely used interview that assesses social interaction, communication, and repetitive behaviors.3. Direct Observation: Direct observation of the individual's behavior is an important part of the assessment. The Autism Diagnostic Observation Schedule (ADOS) is a standardized observational assessment that involves structured activities to evaluate social communication skills and repetitive behaviors.4. Cognitive Assessment: A cognitive assessment is conducted to evaluate the individual's intellectual functioning. This is usually done using standardized tests such as the Wechsler Intelligence Scale for Children (WISC) or the Stanford-Binet Intelligence Scales.5. Speech and Language Assessment: An assessment of speech and language skills is crucial in diagnosing ASD. The Speech and Language Evaluation involves assessing expressive and receptive language skills, as well aspragmatic language abilities.6. Sensory Assessment: Many individuals with autism have sensory sensitivities. The Sensory Profile is a questionnaire that assesses an individual's sensory processing patterns and identifies any sensory issues.7. Adaptive Functioning Assessment: Assessing adaptive functioning helps determine an individual's ability to function independently in daily life. The Vineland Adaptive Behavior Scales is a commonly used assessment tool for evaluating adaptive skills.8. Additional Assessments: Depending on theindividual's specific needs, additional assessments may be conducted. These may include assessments of motor skills, executive functioning, and social-emotional functioning.Once the assessments are completed, the results are analyzed, and a diagnosis of autism spectrum disorder (ASD) is made based on the criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Theassessment process is usually conducted by amultidisciplinary team that includes psychologists, speech and language therapists, occupational therapists, and other professionals.中文回答：自闭症的评估流程包括全面的评估和多种测量方法。

附录5：国外幼儿量表一览表

2~18岁
训练有素的评定者、家长、青少年（9~18岁）
学前班儿童精神病评估量表（Preschool Age Psychiatric Assessment，PAPA）
2~18岁
训练有素的评定者、家长、青少年（9~18岁）
Coping Inventory and Early Coping Inventory
5~18岁
52
家长、教师、心理咨询师、或其他成人
社会技能系统评估量表（Social Skills Rating System，SSRS）
3~18岁
家长、教师、青少年（3~12年级）
学前社会行为量表（教师版）（Pre-school Social Behavior Scale- Teacher Form，TSBS-T）
0~6岁
125
家长、儿童、测验者
艾德伯格儿童行为量表（Eyberg Child Behavior Inventory，ECBI）
2~16岁
36
家长
萨特—艾德伯格行为量表（修订版）（Sutter-Eyberg Behavior Inventory-Revised，SESBI-R）
2~16岁
38
教师
功能性情感评价量表（Functional Emotional Assessment Scale）
166
家长和（或）儿童看护者
简单版婴幼儿社会-情感评估量表（Brief Infant-Toddler Social and Emotional Assessment，BITSEA）
1~3岁
36
家长和（或）儿童看护者
婴幼儿症状评量表（Infant-Toddler Symptom Checklist，I/TSC）

【推荐】雅思阅读专项突破判断题的技巧系列讲解之四-范文word版 (1页)

【推荐】雅思阅读专项突破判断题的技巧系列讲解之四-范文word版本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ == 雅思阅读专项突破判断题的技巧系列讲解之四有哲人说过，成功者的必备素质包含眼光( vision )，果敢( courage and resolution )和取舍的智慧( wisdom of making compromise )。

而在考试中，笔者认为烤鸭你的眼光在于快速定位，果敢体现在正确做出判断，而最后对不确定题目的大胆猜测正是取舍之间彰显智慧。

但猜测有风险，所以本讲我们继续对 FALSE 的判断依据的学习，希望籍此合理控制风险，取得最大收益( minimize the risk and maximize the profit )。

FALSE 的第三种情况：原文和题目中使用了表示不同范围、频率、可能性的副词。

请大家先看范例：{原创范例} 原文： Without a qualification from a reputable school oruniversity , it is unlikely to find a good job .题目: It is impossible to get a good job without aqualification from a respected institution .解答： FALSE 原文和题目都出现了 qualification (资质，这里指文凭)，而 a reputable school 和 a respected institution 都指名校，所以考点必然在表示程度的副词上。

原文中有 unlikely ，强调是不太可能。

题目中有 impossible ，强调是完全不可能。

所以答案应为 FALSE 。

{《每天三小时冲刺雅思》丛书阅读卷给您温馨提示}以下情况都可归纳为副词使用的不一致：原文中使用 many (很多)、sometimes (有时)及 unlikely (不太可能)等词。

软件评测师英文专用术语

软件评测师英文专用术语Acceptance testing（验收测试），系统开发生命周期方法论的一个阶段，这时相关的用户和／或独立测试人员根据测试计划和结果对系统进行测试和接收。

它让系统用户决定是否接收系统。

它是一项确定产品是否能够满足合同或用户所规定需求的测试。

这是管理性和防御性控制。

Ad hoc testing (随机测试)，没有书面测试用例、记录期望结果、检查列表、脚本或指令的测试。

主要是根据测试者的经验对软件进行功能和性能抽查。

随机测试是根据测试说明书执行用例测试的重要补充手段，是保证测试覆盖完整性的有效方式和过程。

Alpha testing (α测试),是由一个用户在开发环境下进行的测试，也可以是公司内部的用户在模拟实际操作环境下进行的受控测试，Alpha测试不能由程序员或测试员完成。

Automated Testing（自动化测试），使用自动化测试工具来进行测试，这类测试一般不需要人干预，通常在GUI、性能等测试中用得较多。

Beta testing(β测试),测试是软件的多个用户在一个或多个用户的实际使用环境下进行的测试。

开发者通常不在测试现场，Beta测试不能由程序员或测试员完成。

Black box testing（黑盒测试），指测试人员不关心程序具体如何实现的一种测试方法。

根据软件的规格对软件进行各种输入和观察软件的各种输出结果来发现软件的缺陷的测试，这类测试不考虑软件内部的运作原理，因此软件对用户来说就像一个黑盒子。

Bug (错误)，有时称作defect（缺陷）或error（错误），软件程序中存在的编程错误，可能会带来不必要的副作用，软件的功能和特性与设计规格说明书或用户需求不一致的方面。

软件缺陷表现特征为：软件未达到产品说明书标明的功能；软件出现产品说明书指明不会出现的错误；软件功能超出产品说明书指明的范围；虽然产品说明书未指出但是软件应达到的目标；软件测试人员或用户认为软件难以理解，不易使用，运行速度缓慢等问题。

AutismBehaviorCh...

Autism Behavior Checklist (ABC)The Autism Behavior Checklist (A BC) is a checklist of non-adaptive behaviors; capable of providing how an individual “Looks” in comparison to others. This checklist reflects an individual’s challenges to respond appropriately to daily life situation. XXX’s parents and the educational team at XXX School completed the check lists.XXX received a total score of XX from his parents which was indicating that there MAY / may NOT be a presence of autism.XXX received a total score of XX from his educational team which was indicating that there MAY / may NOT be a presence of autism.Differences in behaviors were noted in the following areas:Sensory Behaviors:✓Poor use of visual discrimination when learning✓Seems not to hear, so that a hearing loss is suspected✓Sometimes shows no “startle response” to loud noise”✓Sometimes painful stimuli such as bruises, cuts, and injections evoke no reaction✓Often will not blink when bright light is directed toward eyes✓Covers ears at many sounds✓Squints, frowns, or covers eyes when in the presence of natural light✓Frequently has no vi sual reaction to a “new” person✓Stares into space for long periods of timeRelating Behaviors:✓Frequently does not attend to social/environmental stimuli✓Has no social smile✓Does not reach out when reached for✓Not responsive to other people’s facial expressions/feelings✓Actively avoids eye contact✓Resists being touched or held✓Is flaccid when held in arms✓Is stiff and hard to held✓Does not imitate other children at play✓Has not developed any friendships✓Often frightened or very anxious✓“Looks through” peopleBody and Object Use Behaviors:✓Whirls self for long periods of time✓Does not use toys appropriately✓Insists on keeping certain objects with him/her✓Rocks self for long periods of time✓Does a lot of lunging and darting✓Flaps hands✓Walks on toes✓Hurts self by banging head, biting hand, etc…✓Twirls, spins, and bangs objects a lot✓Will feel, smell, and/or taste objects in the environment✓Gets involved in complic ated “rituals” such as lining things up, etc…✓Is very destructiveLanguage Behaviors:✓Does not follow simple commands given once✓Has pronoun reversal✓Speech is atonal✓Does not respond to own name when called out among two others✓Seldom says “yes” or “I”✓Does not follow simple commands involving prepositions✓Gets desired objects by gesturing✓Repeats phrases over and over✓Cannot point to more than five named objects✓Uses 0-5 spontaneous words per day to communicate wants and needs✓Repeats sounds or words over and over✓Echoes questions or statements made by others✓Uses at least 15 but less than 30 spontaneous phrases daily to communicateLanguage Behaviors:✓Learns a simple task but “forgets” quickly✓Strong reactions to changes in routine/environment✓Has “special abilities” in one area of development, which seems to rule out mental retardation ✓Severe temper tantrums and/or frequent minor tantrums✓Hurts others by biting, hitting, kicking, etc…✓Does not wait for needs to be met✓Difficulties with toileting✓Does not dress self without frequent help✓Frequently unaware of surroundings, and may be oblivious to dangerous situations✓Prefers to manipulate and be occupied with inanimate things✓ A developmental delay was identified at or before 30 months of age。

研究生英语教材课后习题解答上册

Unit 1Text AExercises1. Reading comprehensionA. Read the text and answer the following questions.1. What, according to the author, do Americans love? Cite examples to illustrate your point.Americans love new frontiers. For example, they hanker after wide-open spaces; they like to explore; they like to make rules but refuse to follow them.2. Is there a place on earth where you can go and be yourself? What is the place according to the author?According to the author, there is a place—cyberspace, where you can go and be yourself.3. What metaphor does the author use to describe cyberspace? Why does she use such a metaphor?Real estate, because both real estate and cyberspace consist of different parts and each part is suitable for a particular group of people.4. Does the author approve of regulating cyberspace? Why or why not?Yes, but first, it is fundamental to understand the nature of cyberspace.5. What does the author think is needed in cyberspace besides government control?Self-rule.6. What are some of the main areas of cyberspace that the author defines?What other areas do you know that have recently emerged in cyberspace (e.g. e-business)?E-mail conversations, information and entertainment services, and cyberspace communities.7. How do cyberspace communities evolve? Give examples to illustrate your point.People of similar interests and tastes form a community. For example, communities on CompuServe tend to be professional; those on America Online are affluent young singles, and so on.8. What is unique about cyberspace rules? What authority do they have that rules in terrestrial environments don’t have?It allows communities of any size and kind to flourish. Cyberspace rules have moral authority that terrestrial governments don’t have.9. In what spirit are new communities formed?Communities cater to their own members’ inclination..10. What kind of government do explorers in cyberspace need?Their own local government besides terrestrial government does explorers.11. What should be done to deal with questionable items in cyberspace? Are people already doing that?We should be banning them and using labels and automatic filters to get rid of them. Yes.12. Is cyberspace a perfect place? If not, why are people so excited about it?No, it is not. People are excited about it because it offers a lot of information and freedom.B. Global understanding and appreciation of the text.1. Analogy (比喻，类推) is a figure of speech (修辞手段) which draws a parallel between two different types of things, and uses on (usually familiar to the reader) to explain reader’s understanding of the writer’s point. Can you draw a parallel between real estate and cyberspace? What point does the analogy support?The analogy between real estate and cyberspace2. By dividing cyberspace into three parts and using similes(明喻), the author defines the nature of cyberspace and illustrates further her point that government regulation is not needed in cyberspace. Complete the following form to show that you understand the author’s point. Please be reminded that the underlying structure of a simile is “A is like B”.3. In what way do the rules of a terrestrial government and those of a cyberspace community differ? Refer to para. 11 to answer the question.4. What is the language style of the article? Is it formal and literary or informal and conversational? Cite examples from the text to support your answer.This article is written in an informal and conversational style. For example, the author uses some slangy words, incomplete sentences, contractions, and addresses the reader as “you”.II. VocabularyA. Find a word or phrase from the paragraph indicated in the bracket that means the same as:1. in the past —→ formerly2. include —→ embrace3. man-made —→ artificial4. control systematically —→ regulate5. exactly —→ precisely6. undesired —→ unwanted7. irrelevant —→ extraneous8. having intense feeling —→ passionate9. aim toward —→ be targeted to10. not far away —→ at hand11. be charged for —→ be sued forB. Choose the best word to complete each of the following sentences,1. this book ____a___ all the information you need.a. containsb. embracesc. offersd. involves2. The government _____c____ the number of foreign cars that could be imported.a. refrainsb. restrainsc. restrictsd. prevents3. As a teacher you should not show _____b___ towards any of your students.a. pleasureb. favorc. preferenced. inclination4. Traffic is _____d___ by police at every intersection.a. enforcedb. imposedc. limitedd. regulated5. How much do you ____b___ for this pair of shoes?a. billb. chargec. costd. afford6. We can ______b____ now and return to work in the morning.a. leave outb. leave offc. sign awayd. sign off7. That matter can be left ___b___ until our next meeting.a. onb. overc. aloned. about8. I learned that he was _____a____ sick leave from a government office.a. onb. inc. takend. spending9. It was one of the most beautiful sights that I had ever set eyes ____c_____.a. tob. inc. ond. down10. Each week he tried to set _____d____ a few dollars of his salary.a. forthb. aboutc. apartd. asideIII. ClozeChoose a proper word from the list to fill in each blank in the following passage. Change the form of the word if necessary:Born to SurfThe web From the Window contains poetry and literature from well-known writers across the global. There are thoughtful articles analyzing the state of the world we live in. There is (1)even a piece from the Secretary General of the United States, Kofi Annan. It may come (2)as some surprise to find out (3)that the editor of the magazine is a 12-year-old girl, Joy Nightingale. From the Window (4)won Joy Nightingale the first prize in the 1999 childnet Inter-national and Cable and Wireless awards. These are given (5)annually for the best use of the Internet (6)by and for young people. And (7)they highlight one of the most welcoming aspects of the (8)virtual world. Children have taken to the Internet as though they are born surfing.Perhaps this is (9)because adults have had to change their understanding of technology while children (10)simply accept it as natural. Whatever the reason, children can be found building websites and E-mailing friends (11)across the world while adults are (12)still asking: “Tell me again —where (13)exactly is cyberspace?”Of course there is growing (14)concern about the fact that children can travel far away from parental supervision in cyberspace. In (15)response , many parents have installed soft-ware packages which prevent (16)access to violent or pornographic websites. Childnet is taking a more positive line. The website is a gateway (17)to a world of education and entertainment.The rapid growth in Internet culture has (18)led analysts to speculate that society will soon be divided (19)between the “information rich”and “information poor”. For Childnet it is especially important that children at the margins of society through poverty or disability have the chance to take their (20)palce as equal citizens in the virtual world.IV. TranslationTranslate the following into Chinese:The possibility of a real market-style evolution of governance is at hand. In cyberspace, we’ll be able to test and evolve rules governing what needs to be governed — intellectual property, content and access control, rules about privacy and free speech. Some communities will allow anyone in: others will restrict access to members who qualify on one basis or another. Those communities that prove self-sustaining will prosper (and perhaps grow and split into subsets with ever-more-particular interests and identities). Those that can’t survive-either because people lose interest or get scared off-willsimply wither away.一种真正的市场型管理模式很快成为可能。

澳大利亚自闭症评估工具 (AAAE)

澳大利亚自闭症评估工具 (AAAE)介绍澳大利亚自闭症评估工具 (AAAE) 是一种用于评估自闭症谱系障碍 (ASD) 的专业工具。

ASD 是一组神经发育相关的障碍，主要特征为社交交往和沟通困难、刻板和重复性行为以及受限的兴趣和活动范围。

AAAE 旨在帮助专业人士确定是否存在 ASD 以及评估 ASD 的严重程度。

AAAEE 集成了多种评估方法和工具，包括观察、面谈、问卷等。

AAAE 的特点1. 综合性评估：AAAE 综合应用了多种评估方法和工具，从不同角度全面评估个体的行为、社交交往、沟通和兴趣等领域。

2. 标准化：AAAE 基于科学研究，并遵循严格的评估标准，确保评估结果的客观性和可靠性。

3. 个体化评估：AAAE 考虑了个体因素和背景，在评估过程中充分考虑个体的特性和需要。

4. 多模式评估：AAAE 包含多种评估模式，既可以通过观察和面谈进行评估，也可以通过问卷和量表获取信息。

5. 授权专业人士：AAAE 需要由经过培训和授权的专业人士使用，以确保评估的准确性和可信度。

AAAE 的应用AAAE 在以下方面具有重要应用价值：1. 诊断：AAAE 用于确定个体是否符合 ASD 的诊断标准，并评估 ASD 的严重程度。

2. 干预规划：AAAE 提供了全面的个体评估结果，为制定个体化的干预计划提供重要参考。

3. 研究：AAAE 可作为研究工具，用于了解ASD 的发病机制、患者特点和干预效果等方面的研究。

AAAE 的使用流程AAAE 的使用流程分为以下几个步骤：1. 信息收集：收集个体的相关信息，包括个人背景、发育历程、行为表现等。

2. 评估工具选择：根据个体特点和评估目的选择适当的评估工具和模式。

3. 评估实施：进行观察、面谈、问卷调查等评估工作，并记录评估结果。

4. 评估结果分析：根据评估结果进行数据分析和解读。

5. 结果汇报：编写评估报告，向相关人员提供评估结果。

6. 干预规划：基于评估结果，制定个体化干预计划，并定期进行干预效果评估。

自我效能感的二十四项测量法(SEES)

自我效能感的二十四项测量法(SEES)自我效能感是个人对自己能否成功完成特定任务的信念。

这是一个个体的内在信念，它能影响个体的思考方式，行为惯，情绪反应，以及对挫折的应对方式。

自我效能感的二十四项测量法(SEES)是由Sherer M等人在1982年提出的，用于评估个体的自我效能感。

该测量法目前已被广泛应用于教育，心理，社会等研究领域。

量表构成SEES量表包含24个项目，分为两个维度：一般自我效能感和社交/情绪自我效能感。

这两个维度分别代表个体在一般情况下和在社交或者情绪上的自我效能感。

1. 一般自我效能感：这个维度包含17个项目，主要评估个体对自我能力和成功完成任务的信心。

2. 社交/情绪自我效能感：这个维度包含7个项目，主要评估个体在社交场合或面对情绪挑战时的自我效能感。

量表评分SEES量表采用5点量表评分，分别是：完全不同意(1分)，不同意(2分)，不确定(3分)，同意(4分)，完全同意(5分)。

几个项目(第2，3，8，14，20，22，23，24题)需要进行反向计分。

量表应用SEES量表可以在多个领域进行应用，例如教育，心理，社会等。

在教育领域，SEES量表可以用来评估学生的自我效能感，以便了解他们对自我研究能力的信心。

在心理领域，SEES量表可以用来研究个体的心理健康状态，比如抑郁，焦虑等。

在社会领域，SEES量表可以用来研究个体的社交能力和应对压力的能力。

量表优势SEES量表有许多优势。

首先，它的项目数量适中，既不会让被试感到疲劳，也能充分评估被试的自我效能感。

其次，SEES量表的信度和效度都比较高，因此，它的测量结果是可靠和有效的。

最后，SEES量表的内容覆盖了个体在一般和社交/情绪两个重要领域的自我效能感，因此，它能全面了解被试的自我效能感。

总结自我效能感的二十四项测量法(SEES)是一个非常有效的工具，可以帮助我们了解个体的自我效能感。

通过这个量表，我们可以评估个体的自我能力信心，社交能力，应对压力的能力，以及他们的心理健康状态。

心理健康测评的英语单词

心理健康测评的英语单词Alright, here's a sample text about mental health assessments in English, written in a conversational and informal tone, with each paragraph maintaining independence and variety in language style:So, have you ever had a mental health assessment? It's kind of like a check-up for your mind, you know? Just to make sure everything's in order.Mental health is so important, but it's often overlooked. That's why taking a few minutes to do a simple assessment can be so valuable. It gives you a chance to reflect on how you're feeling and identify any potential issues.Don't be afraid to be honest with yourself when doing a mental health assessment. It's not a test you can fail;it's just a way to get a better understanding of your emotional well-being.And remember, mental health assessments are not just for people who are struggling. Even if you're feeling pretty good, it's always a good idea to stay aware of your mental state and take proactive steps to maintain it.There are plenty of resources out there for mental health assessments. You can find online questionnaires, talk to a therapist, or even just take a few minutes to journal about your feelings. Whatever works for you!In the end, taking care of your mental health is just as important as taking care of your physical health. So, why not make it a priority and start with a simple assessment today?。

2023年大学英语六级真题卷听力原文答案详解

2023年6月大学英语六级真题Part Ⅰ Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.1．目前许多人热衷于各类证书考试2．其目旳各不相似3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2023 the small, elite liberal arts school in Brunswick, Maine,has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2023 the University of Wisconsin-Madison– one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally –but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2023 and 25 points in 2023. Middlebury College in Vermont, another top school, had a 19-point gap in 2023 and a 22-point gap in 2023. The most selective private schools –Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action –studentsadmitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill – knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2023 the net cost of attending a four-year public university – after financial aid – equaled 28% of median (中间旳)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格规定)and fasterpace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepara tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2023. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not justenrolling them.注意：此部分试题请在答题卡1上作答。

自我效能感的二十四项测量法(SEES)

自我效能感的二十四项测量法(SEES)
简介
自我效能感是指一个人对自己能力和能够成功完成任务的信心
程度。

自我效能感的高低会对个人的行为和表现产生重要影响。

为
了测量自我效能感，研究者开发了不同的测量工具。

其中一种常用
的测量工具是自我效能感的二十四项测量法(SEES)。

测量内容
自我效能感的二十四项测量法(SEES)包含24个项目，每个项
目都描述了一个特定的情境或任务。

参与者需要根据自己对每个情
境或任务的信心程度进行评估。

评估可以使用一个五分Likert 量表，其中1代表完全不自信，5代表非常自信。

使用方法
使用自我效能感的二十四项测量法(SEES)进行测量时，参与者
需要仔细阅读每个项目并选择适当的评分。

评分应该基于参与者对
自身能力和信心的判断，而不是外界的评价或期望。

解析结果
通过计算参与者的平均得分，可以得出他们的自我效能感水平。

得分越高，表示参与者对自己的能力和能够成功完成任务的信心越大。

得分越低，则表示参与者的自我效能感水平较低。

应用领域
自我效能感的二十四项测量法(SEES)可以在多个领域中使用，
例如教育、职业发展和健康管理等。

通过了解个体的自我效能感水平，我们可以为他们提供针对性的支持和培训，以提高他们的能力
和信心。

总结
自我效能感的二十四项测量法(SEES)是一种常用的测量工具，
用于评估个体对自身能力和能够成功完成任务的信心程度。

通过使
用该测量工具，我们可以更好地了解个体的自我效能感水平，并为
他们提供相应的帮助和支持。

爱波斯坦个人能力测试

这个测验是为管理者、监督者和教师设计的，目的是测验他们的激励能力——管理者用于激励别人的基本技能。

测验后是一场关于提高激励能力方法的讨论。

目的提高你的管理技能；帮助别人提高他们的管理技能；测验人们的激励技能。

时间30分钟。

你将学到我们可以测量和提高激励别人的能力。

怎样做回答人们对这个测试可能提出的疑问，让人们完成它。

完成这个测试要花5~10分钟的时间。

让人们给自己打分。

后边的表格将会得出一个总分，还会得到四种激励能力的分数：1、管理回报2、有效的沟通3、有效的管理团队4、管理环境除了这四种之外，其他六种能力（在“爱波斯坦管理者激励能力调查表”的完整版本中可以测量，在简化版本中不行）是：5、解决冲突6、能力和职责匹配7、合理配置资源8、提供培训和教育9、让工作人员面临挑战10、垂范优秀的激励讨论这个分数说明了参与者应该得到怎样的进一步训练，以提高他们的技能。

1、你在哪些方面的激励能力比较强？哪些方面能有所改进？2、对这个测试的结果，你感到惊讶吗？为什么？3、你需要怎样的进一步训练来提高你的激励能力？这些训练会怎样提高对别人的激励？如果时间不够用口头组织这个测试，让人们在白纸上记下他们人答案，然后让他们计算总分。

小提示爱波斯坦管理者激励能力调查表（简化版）在每项陈述的下面，请用笔画上最合适你的反应选项。

1、回报在维持好的绩效方面几乎没有价值。

同意1 2 3 4 5不同意2、我欢迎别人的置疑。

同意1 2 3 4 5不同意3、办公同事可以成为很大的激励因素。

同意1 2 3 4 5不同意4、我努力向员工传达未来的清晰的前景。

同意1 2 3 4 5不同意5、当一个团队成员在某一方面较弱时，我竭力忽视它。

同意1 2 3 4 5不同意6、我很少让员工对我的主意提供反馈意见。

同意1 2 3 4 5不同意7、命令指示常比回报更好地激励员工。

同意1 2 3 4 5不同意8、在工作场所的很多地方，我都用颜色来激发效率。

感统康复师试题库

试题库单选1.孤独症康复教育人员提供的( )服务,对孤独症儿童以及他们的家庭必须是重要和有意义的。

AA。

行为干预 B.引导C.切入生活D。

认知干预2.孤独症儿童的家庭需要面对的压力不包括（）CA。

经济B。

情感C。

衣食D。

体力3.当孩子被诊断患有孤独症后,家长倾向于怀疑自己对孩子的教养方式。

对于孩子出现的情绪问题，多数家长可能会采取（)的方式。

BA。

专横 B.退让C.“限铁不成钢”D。

暴躁4.在诊断前后康复教育人员需要提醒家长照顾到儿童的情绪问题,同时也要逐渐让家长了解哪些是孩子力所能及的事情，从专业的角度，合理地向家长分析相关行为的要求是儿童会但是不配合、还是根本没有能力去完成.对于前者，可以通过（）改善,后者则需要通过（）帮助儿童完成.BA.辅助、调整强化物B.调整强化物、辅助C。

调整强化物、调整任务D.辅助、调整任务5.康复教育人员需要提醒家长教育和照顾孤独症儿童是一项长期的工作，请家长在（）这最重要的两方面上都要积极健康，为未来将要发生的事情做好准备。

DA.经济和知识B。

认识和精力C.经验和体力D。

身体和精神6.我国孤独症康复教育行业处于（)阶段.BA.起步B.发展C。

初熟 D.成熟7.康复教育人员最主要的本职工作是对孤独症儿童进行康复教育，面对有较严重的心理问题的家长，应建议其向( )寻求帮助。

AA。

专业的心理咨询师 B.其他孤独症儿童家长C。

医生D。

医辅人员8.孤独症在1943年首次被谁观察记录并发表( ) B A。

贝尔B。

里奥·肯纳 C.洛夫D。

里斯利9.孤独症是一种广泛性发展障碍，我国陶国泰医生在哪年首次研究及发表相关论文（) CA.1980B.1981 C。

1982 D.198310.孤独症的发病率每年都在增长，以下哪种说法是正确的：（） BA。

其中男孩的发病率高于女孩，男孩患病的严重程度高于女孩。

B。

其中男孩的发病率高于女孩，女孩患病的严重程度高于男孩.C.其中女孩的发病率高于男孩,女孩患病的严重程度高于男孩。

成人注意缺陷多动障碍自陈量表(ASRS)

成人注意缺陷多动障碍自陈量表(ASRS)开头的指导语：本套题目的是想要对你注意力集中情况做基本的了解和测量，不涉及对错和好坏的区别，请参与者如实回答，无需隐藏，每个题目都有“从不”，“极少”，“有时”，“经常”，“总是”，五个程度的选择，请按自身最近6个月的情况进行评估，并选择最接近自己的回答，并打“√”，感谢参与！1.当你做一项无聊或困难的学习(工作)时，你经常会粗心犯错误吗？1=从不，2=极少，3=有，4=经常，5=总是2.当你做一项无聊或重复的学习(工作)时，你会难以保持注意力吗？1=从不，2=极少，3=有，4=经常，5=总是3.当你与别人直接交流时，你经常很难保持集中注意力吗？1=从不，2=极少，3=有，4=经常，5=总是4.当一项工作最有挑战性的部分完成后，你经常难以做到对细节部分更精益求精吗？1=从不，2=极少，3=有，4=经常，5=总是5.你经常很难把有组织性的任务、事情布置得井井有条吗？1=从不，2=极少，3=有，4=经常，5=总是6.当你从事一项需要脑力的工作的时候，你经常回避或者延长开始的时间吗？1=从不，2=极少，3=有，4=经常，5=总是7.在家中或者在学习工作中，你经常乱放东西或者找东西困难吗？1=从不，2=极少，3=有，4=经常，5=总是8.你经常因为外界的噪音或者活动分心吗？1=从不，2=极少，3=有，4=经常，5=总是9.你经常很难记住约会或者一些必须完成的事情吗？1=从不，2=极少，3=有，4=经常，5=总是10.当你必须安静地坐很长时间时，是否经常表现得坐立不安，手脚动个不停吗？1=从不，2=极少，3=有，4=经常，5=总是11.你经常在会议或者需要保持安静的其他场合中离开座位吗？1=从不，2=极少，3=有，4=经常，5=总是12.你经常感到内心不安宁或者坐立不安吗？1=从不，2=极少，3=有，4=经常，5=总是13.你经常在独处时也无法平静和放松吗？1=从不，2=极少，3=有，4=经常，5=总是14.你是否活动过多，好像在被发动机所驱使一样？1=从不，2=极少，3=有，4=经常，5=总是15.你觉得自己经常在社交场合讲话过多吗？1=从不，2=极少，3=有，4=经常，5=总是16.当别人与你交谈时，你经常习惯结束对话吗？1=从不，2=极少，3=有，4=经常，5=总是17.你经常在需要秩序的情况下无法按照顺序耐心等待吗？1=从不，2=极少，3=有，4=经常，5=总是18.你经常在别人忙碌时打扰他人吗？1=从不，2=极少，3=有，4=经常，5=总是。