Attenuation of social interaction-associated ultrasonic vocalizations and

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社会学专业名词中英互译

社会学专业名词中英互译

社会情境social contexts虚假相关spurious correlations多变量分析multivariate analysis相关系数correlation coefficient效度validity信度reliability研究方法research methods问卷调查survey代表性样本representative sample定量方法quantitative methods定性方法qualitative methods调查survey样本sample系统抽样systematic sampling分层随机抽样stratified random sampling 中数median众数mode封闭式问题closed response question开放式问题open response question结构性访谈structured interview 非un 个案研究case study工具性能动主义instrumental activism个人主义individualism社会结构social structure自致地位achieved status先赋地位ascribed status社会类属social categories集合aggregate初级群体primary group次级群体secondary group社会等级制social estates社会阶级social classes社会设置social institution社社区community社会society公社社会communal society社团社会associational society结构功能主义structural functionalism冲突理论conflict theory符号互动论symbolic interactionism拟剧论dramaturgical perspective标签理论labelling theory常人方法论ethnomethodology角色借用role taking印象管理impression management刻板印象stereotype镜中我looking-glass self显功能manifest function隐功能latent function本我(id)自我(ego)超我(superego)社会化socialization socialize 再社会化re-科层制bureaucracy社会越轨social deviance失范anomie内化internalization异化alienation同化assimilation权威authority资本主义capitalism阶级class冲突理论conflict theories文化多元主义cultural pluralism文化相对主义cultural relativism文化再生产cultural reproduction民主制democracy人口统计学demography因变量dependant variable自变量independant variable劳动分工division of labour话语discourse经验性研究empirical investigation族群中心主义ethnocentrism扩大家庭extended family核心家庭nuclear family女性主义理论feminist theories老年学gerontology水平流动lateral mobility垂直流动vertical mobility合法性legitimacy亲属制度kinship宏观社会学macrosociology 微观社会学micro- 唯物主义历史观materialist conception of history 生产资料means of production社会事实social fact社会群体social group社会认同social identity社会互动social interaction社会学想象力sociological imagination社会地位status可持续发展sustainable development下层阶级underclass 上层阶级upper class 城市化urbanization价值观values亚文化subculture剩余价值surplus value。

社会支持理论

社会支持理论

社会支持理论在社会生活中,人与人之间的相互支持对维系正常的社会生活是必不可少的,而人们生活中所遇到的许多问题往往也是由于缺乏必要的社会支持而产生的。

社会支持在人类社会开始时就已经存在了,但是,社会支持概念的形成并不是一个自然的过程。

鲍尔拜首先在精神医学领域提出了依附理论(attachment theory),强调早期关系(特别是与父母的关系)的重要性。

20世纪70年代,柯伯和卡塞通过实证研究,提出了两个重要概念:工具性支持和情绪性支持。

斯拜科特提出网络干预(network therapy)概念,并以社会网络干预的方法训练治疗者,推广社会网络治疗理论。

20世纪70年代至80年代,社区支持计划(CSP,community support program)迅速发展,特别是针对精神病患者离开治疗机构回归社区所提供的社会支持,帮助病患者学习社交技巧和参与休闲活动,从而帮助精神患者真正回归社区。

在这个过程中,非正式网络发挥了不能代替的作用。

1987年美国国家心理卫生组织(NIMH,National Institute of Mental Health)将非正式网络支持纳入到精神病人的康复计划中,强调在自然网络中而非治疗机构中康复,其最终目标则是自然地回归社区。

在这种背景下,社会支持理论得以发展。

在过去几十年中,在社会工作与心理学界,关于社会支持的研究主要集中在三个方面:一是关于社会支持概念的研究;二是关于影响个人发展和使用社会支持因素的研究;三是关于社会支持影响个人心理状态的机制的研究,特别是关于压力、社会支持、应对和心理健康之间的因果关系的研究。

1、社会支持理论的主要观点社会支持网络指的是一组个人之间的接触,通过这些接触,个人得以维持社会身份并且获得情绪支持、物质援助和服务、信息与新的社会接触。

依据社会支持理论的观点,一个人所拥有的社会支持网络越强大,就能够越好地应对各种来自环境的挑战。

个人所拥有的资源又可以分为个人资源和社会资源。

社会互动

社会互动
医患冲突、 征地拆迁冲突
冲突功能
4,交换 旨在获取报酬或回报的交往。 回报的形式多样
回报的原则:互惠(reciprocity) 净收益:得到的回报减去成本。正向 的净收益使交换可能持续下去
第四节、 关于社会互动的几种观点
一、符号互动论的观点
1,代表人物 George H. Mead , W. I. Thomas, 情景定义 Charles C. Cooley, “glass self ”镜中我 Mannford Kuhn, Herbert Blumer(布鲁默)
义发生变化。 5)所扮演的角色影响互动。
二、拟剧论的观点
( The Dramaturgical Model of Social Interaction) 1, 代表人及代表作
戈夫曼 《日常生活中的自我表演》 2,主要概念 1)印象管理(impression management):即人们
通过调控语言、姿态、手势等以控制自己留给 他人的印象,特别期待他人形成自己所希望的 印象。
社会互动的作用(地位、意义)
1. 有助于形成自我、完善自我 2. 社会互动是满足行动者需求的途径 3. 社会互动是社会构成和发展的基础
第二节、社会互动的发生
1. 人对他人的反应(如行动或思考)不取 决于对方行动、事件即符号乃至场景 (situation )本身,而取决于人对它们 所作的理解、解释、判断。即取决于符 号定义(definition of symbol) 或情景定义 (definition of situation )
2)前台和后台 前台是互动者展示精心修饰的行为的场
所(场合)。
后台是为前台表演做准备或呈现前台上 所不能展现的行为的场所。
3,主要观点

社会学专业词汇中英文对照

社会学专业词汇中英文对照

学而不思则惘,思而不学则殆社会学专业词汇(按中文拼音首字母排序)B暴民:mob比拟法:analogical method比例抽样:proportionate sample不可知论:agnosticism变态心理学:abnormal psychology不完全归纳:incomplete induction边际效用递减:law of diminishing marginal utility 柏拉图式爱情:Platonic loveC丛众:conformity残疾人:the handicapped参考书目:bibliography参考群体:reference group成人教育:adult education初婚年龄:age at first marriage垂直流动:vertical mobility出身群体:descent group抽样误差:sampling error抽样范围:sampling frame参与式观察:participant observationD代沟:generation gap对照分析:contrastive analysis定性分析:qualititive analysis定量分析:quantitative analysis定额抽样:quota sample多重人格:multiple personality地位流动:status mobility第一手资料:primary data第二手资料:raw data单因素实验:single-factor experiment地域性流动:geographical mobilityF法人:fictitions person反隔离:desegregation犯罪学:criminology父居家庭:patrilocal family父系亲属:agnate 父子关系:filiation分析性研究:analytical research封闭式监管:close custody封闭型问题:closed question分层随机抽样:stratified random sample G规范:norms更年期:menopause过激主义:ultraism个案研究:case study个人主义:individualism归属需求:need to belong个人崇拜:personality cult功能主义:functionalismH行话,黑话:argot横坐标:abscissa合理趋势:rational trend霍桑效应:Hawthorne effect婚姻调适:marriage adjustment宏观分析:macroscopic analysis黄金分割:golden section互补角色:complementary roleJ家谱:family religrees截点:cut-off point拒答率:refusal rate绝对值:absolute value监护人:chaperonage角色冲突:role conflict角色距离:role distance角色紧张:role strain金钱崇拜:mammon worship间接暗示:indirect suggestion价值中立:value free价值判断:value judgement集体行动:collective action家庭规模:family size家庭不和:disharmony of family家庭制度:family institution近亲繁殖:inbreeding寄宿学校:boarding school教育程度:educational attainment继嗣规则:descent rule阶级分化:class differentiation教条主义:dogmatism经验主义:empiricism介入变量:intervening variable集思广益法:brainstorming method 经验我、客体我:empirical selfK克己:self-denial控制论:cybernetics控制组:control group刻板印象:stereotype可婚年龄:marriageable age框架分析:frame analysis跨文化方法:cross-cultural methodL量变:quantitative change列表:tabulation理想类型:ideal type利他主义:altruism利己主义:egoism老年痴呆:senile dementiaM目测:eye measure民法:civil law母爱:maternal love疯人院:mad house美国化:americanization母居家庭:matrilocal family民意测验:public opinion poll描述性概念:descriptive concept摩擦性失业:frictional unemployment 迷惘的一代:lost generationN能动性:activeness年龄优势:age domination年龄构成:age composition男性女化:effemination内化角色:internalized roleandrocentric theorymean agehorizontal mobility universal patternpair analysisbystander effectkin groupgroup climate groupthinkmass actiontrend analysisemotional contagion emotional traumadissociation of personality need for cognition identity crisis humanitarianismupward mobilityfittest to survivedepth/intensive interview tree analysisdual attitudesfair sampleaberrant behavior社会适应:social adaptation社会惯性:social inertia受控试验:controlled experiment试点调查:pilot investigation睡眠者效应:sleeper effect适应性反应:adaptation reaction社会决定论:agelicism社会改善论:meliorism生物决定论:biological determinism 双职工家庭:dual-career family随机化设计:randomized design实验室实验:laboratory experiment 说明性分析:explanatory studyT他杀:homicide胎儿:fetus推论:deduction同化:assimilation特殊性:particularism退伍军人:veteran统计假象:statistical artifact态度量表:attitude scale通俗文化:popular culture逃避现实:retreat from reality探索性研究:exploratory studyW问卷:questionnaire伪科学:pseudo-science文化促进:cultural acceleration微观分析:microscopic外来援助:extrinsic aid外显行为:manifest behavior文献研究:library research外向性格的人:extrovertX酗酒:alcoholism信度:credibility刑法:criminal law谢金:acknowledgement money享乐主义:hedonism雪球效应:snowball effect信息过滤:information filtering文化偏见:bias of culture sexismmental agepsychic gratificationmental healingdownward mobilityactualismacademic freedomaction schemesystematic sampleliner trendlearned helplessnesssmall group researchselective retentionnature-nurture debatedemand-deficiency unemploymentmail questionnaireabnormal curveaccidental pregnancycausal nexusraw datalogic-in-useempathysample statisticsfinite populationgrouped datamonogamous familyspecial vocabularyguilt complexgrowth curvegenocracyautosuggestionnatural selectionself-awarenessself-concept自我表露:self-disclosure 自我展示:self-presentation 自我监控:self-monitoring 祖先崇拜:ancestor cult self-administered questionnaire focused interviewdefensive sensitivity。

社会工作专业词汇中英文对照

社会工作专业词汇中英文对照

社会工作专业词汇中英文对照社会调查的理论与方法Theories & Methods for Social Investigation社会调查方法 Methods for Social Investigation社会工作 Social Work社会统计分析与SYSTAT应用 Social Statistics Analysis & SYSTAT Application社会统计学 Social Statistics社会问题研究 Research on Social Problems社会心理学 Social Psychology社会学概论 Introduction to Sociololgy社会学简论 Brief Introduction to Sociology社会学理论专题 Current Issues in Theories of Socilolgy社会学问题研究 Research on Problems of Sociology社会学研究方法 Research Methods of Sociology社会主义财政学 Finance of Socialism社会主义各国政,经体制讨论 Discussion on Political & Economic Systems in Socialism社会学 Sociology社会工作者 Social worker案主 Client社会问题 Social problem社会心理 Social mental state社会调查 The society investigates个案社会工作 Social cases work团体社会工作 Social group work社区社会工作 social Community work社工导论 The introdution of social work社会调查应用 the application for society investigates 家庭暴力 Domestic violence失恋 Disappoint in love人在情境中 Person in situation弱势群体 disadvantaged groups社会保障 social security社会福利制度the social welfare system社会公德 social morality单亲家庭 single parent family独生子女 the only child失业率 rate of unemployment民工 the imigrant worker社会学概论 Introduction to Sociology社会工作概论 Introduction to Social Work社会心理学 Social Psychology国外社会学学说 Sociological Theories in the West社会调查与研究方法 Social Survey & Research Method社会统计与计算机应用 Social Statistics and Application of Computer马克思主义社会学经典著作选读Selected Readings of Marxist-Leninist Classics社会保障与社会福利 Social Security & Social Welfare当代社会学理论 Modern Sociological Theories社会政策 Social Policy文化人类学 Cultural Anthropology中国社会思想史 History of Social Theories in China人口社会学 Sociology of Population农村社会学 Rural Sociology城市社会学 Urban Sociology家庭社会学 Sociology of Family发展社会学 Sociology of Development经济社会学 Economic Sociology组织社会学 Sociology of Organization专业英语 English for Sociology社会学专题讲座 Issues of Sociology民俗学 Folklore Studies文化社会学 Cultural Sociology宗教社会学 Sociology of Religion教育社会学 Sociology of Education越轨与犯罪社会学 Sociology of Deviance & Crime当代社会的生活文化 Life Style in Current Society西方社会思想史 History of Western Social Thought社会问题 Social Problems社会分层与社会流动 Social Stratification & Mobility科学社会学 Sociology of Education社会项目评估和统计指标 Statistical Indexes & uation of Social Projects文化社会学 Cultural Sociology历史社会学 Historical Sociology政治社会学 Political Sociology法律社会学 Sociology of Law环境社会学 Sociology of Environment劳动社会学 Sociology of Labor公共关系 Public Relations团体工作 Group Work社区工作 Community Work社会工作实习 Practice of Social Work社会行政 Social Administration数据分析技术Statistical Package & Applications for theSocial Sciences贫困与发展 Poverty and Development社会性别研究 Gender Studies家庭社会工作 Family Social Work临床社会工作 Clinical Social Work社会立法 Social lagislation老年社会工作 Gerontological Social Work青少年越轨与矫治 Juvenile Delinquency & Correction社区服务 Community Services心理咨询 Psychological Counseling整合社会工作实务 Integrative Social Work Practice社会工作专业英语 English for Social Work保险与信托 Insurance and Entrustment教学实习 Teaching Practice管理学 Management TheoryAdministration 行政Basic assumptions and principles of ~ 行政的基本假定与原则Collaboration in 行政工作的合并In community organization 社区组织中的行政Consultation in 行政咨询Defined 行政的定义Importancy of 行政的重要性Interagency coopration 行政的重要性Shifting power in 行政分权Supervision in 行政督导social workers'club 社工俱乐部Administration in social work (journal ) 《社会工作行政》(杂志)Adolescents 青少年Drug abuse and 吸毒与青少年Health care services 青少年卫生保健服务Pregnancy and 怀孕与青少年Suicide and 自杀与青少年Adoption 领养Applicants for 申请领养人Indepengdent placements 独立安置Open 公开领养Sa fe families act 《领养与安全家庭法案》Advocacy 倡导In community organization 社区组织中的倡导In future of social work 未来社会工作中的倡导Aftercare facilities 出院后的照顾设施Agency settings 机构场所For group work 小组工作的机构场所Aging 老年Caregivers 老年照顾者Case management 个案管理Community organization and 社区组织与老年Day care centers 老年日间护理中心Health care services 老年健康照顾服务Income adequacy and 充足收入与老人Living arrangemengs and 居住安排与老年Independence and dignity in 老年的独立与尊严Mental health 心理健康Nursing home alternatives 护理院之外的选择Nursing homes 老年护理院Older americans act (1995) 《美国老年人法案》(1995)Retirement 退休Suicide and 自杀与老年Trends and 人口老化趋势White house conferences on aging 白宫老年议会AIDS epidemic 艾滋病流行Alcoholism 醺酒Almshouses 济贫院A A for marriage amd family therapy 美国婚姻与家庭治疗协会A A for the study of group work 美国小组工作研究会A A of Group worker 美国小组工作者协会A A of marriage counselors 美国婚姻辅导委员会A A of medical social worker 美国医务社会工作者协会A A of psychiatric social work 美国精神病社会工作者协会A A of schools of social work 美国社会工作院校联合会A A of social workers (aasw) 美国社会工作者协会A hospital association 美国议员联合会A psychiatric association 美国精神病学联合会A red cross 美国,自己翻译吧Assessment 评估In case work process 个案过程中的评估Associated charities 联合慈善机构Bachelor of social work (BSW)degress 社会工作学士学位Balanced budget act (1997) 《平衡预算法案》1997Caregivers 照顾者Case management 个案管理With aging population 老年人口个案惯例DefinedFutureHistory ofParameters of 个案管理的参考标准Purpose ofResearch of 个案管理研究Case study method 个案研究方法Case work 个案工作Biopsychosocial 生理心理社会因素与个案工作DefinedDrug abuse andExamples of 个案工作的案例Freudian approach and 弗洛伊德派与个案工作Generalist perpective 通才观History ofKnowledge and 知识与个案工作Methods of 个案工作的方法Multisystens approach and 多元系统趋向与个案工作Problems inProcess ofPurpose ofSanctions and 社会制裁与个案工作In schoolsTrends inValus andCertification of social workers 社会工作者认证Changing nature of work 工作性质的改变Charity organization societies (COS) 慈善组织协会Cheating 欺诈Child abuse and neglect 虐待与忽视儿童Child guidance movement 儿童指导运动Child welfareAdoptionAFDC 抚养儿童家庭补助计划个人感觉应该是:Aid to Families with Dependent Children(美国)对有子女家庭补助计划child abuse and neglectdefinedfoster care 给养照顾health care serviceshome caremental health services 儿童心理健康服务origins ofprotective services 儿童保护性服务TANF 给贫困家庭临时性援助temporary aid to need family L ,need : 贫困.还是应该用need 的形容词Chronically 慢性精神病ChurchCivil rights movement 民权运动Closed systems 封闭系统CocaineCollaboration 协办Interagency 机构间的协办Teamwork concepts and 团队工作概念与协作Commitment 服务承诺Mental hospital 精神病院服务承诺Committee operation 委员会运作Commonwealth fund 英联邦基金Community chest 公益金貌似特指社区公益基金的意思community organization 社区组织corrections and 矫正和社区组织definedexaples ofhistory ofprinciples ofprocesesses in 社区组织的过程roles inschool social work andsommunity resources 社区资源confideniality 保密consulation 咨询assumptions of 咨询的前提假设future ofprinciples ofcontimuing education (CE) 继续教育contract with America 签约美国control groups 控制组coordination 协调in communityu organization 社会组织中的协调corporate health care 矫治definedgroup work inhistory ofpractice in 矫治实践prevention in 矫治中的预防工作processes and principles ofsocial problems relatedsocial services andCouncil on social work education (CSWE) 社会工作教育委员会Curriculum Policy Statements and Educational Policy and Accreditation Standards (EPAS)课程政策声明与教育政策和审核标准curriculum statements 课程声明generalist perspective and 通才观与CSWEhistory oflobbying by CSWE的游说工作minority groups andmission statement 使命陈述与prevention andpublicationsCouncils of Aocial Afencies 社会机构委员会Counseling 辅导FamilyMarriagePremarital 婚姻辅导Rehabilitation 康复辅导SchoolAnd social workCourts 法庭Crack 快克Crack/[krAk]n.裂缝, 噼啪声v.(使)破裂, 裂纹, (使)爆裂adj.最好的, 高明的貌似这个词,没搞懂CrimeCultural dissonance 文化失调Day care centers 日间照料中心Day treatment 日间治疗Deinstitutionalization 去机构照顾貌似,没明白division of child and family services 儿童与家庭服务科Doctoral programs in social work 社会工作博士培养方案Dropout rates 辍学率Drug abuse 吸毒Adolescentys and 青少年与吸毒Alcohol 醺酒Emergency care for 虚度紧急救护Extent and cost of 吸毒的范围与代价Growth ofHallucinogens 迷幻药Inhalants 吸入剂Inpatient treatment for 吸毒住院治疗Marijuana 大麻Narcotics 麻醉剂In schoolsSedatives 镇静剂In sports worldStimulants 兴奋剂TobaccoTreatmentDrug courts 吸毒法庭Drug therapy 吸毒治疗Eclecticism 折中主义Education for social work 社会工作教育Administration andCommunity organization andContinuing educationFinancial assistanceFuture ofGeneralist practice perspective andGroup work andMinority group andMSW degreeProfessionalism and 专业主义与社会工作教育Specializaton 社会工作教育的专门化Student participation inElizabethan Poor Laws 《伊丽莎白济贫法》Employee assistance programs (EPAs) 雇员援助计划Encylopedia of Social Work 《社会工作百科全书》Enrichment in living 充实生活Evaluation 评估见:Assessment:(为征税对财产所作的)估价, 被估定的金额Evaluatio:估价, 评价, 赋值Experimental group 试验组见:control groups,控制组Faith-based social service 信心为本的社会服务FamilyBattered women 受虐妇女Battered/[~]adj.打扁了的, 敲碎的。

topik中高级写作

topik中高级写作

topik中高级写作Title: The Influence of Social Media on Identity Formation Introduction:In recent years, social media has become an indispensable part of our daily lives. It has transformed the way we communicate, interact, and even understand ourselves. With millions of users across the globe, social media platforms offer a powerful tool for self-expression and identity formation. However, this phenomenon has also raised concerns about the authenticity of the identities being constructed online, as well as the potential impact on an individual's sense of self. This essay aims to explore the influence of social media on identity formation and discuss the benefits and drawbacks of such an influence.Body:1. The Construction of Online Identities1.1 Self-presentation on social media platformsSocial media platforms provide individuals with the opportunity to present and curate an idealized version of themselves. Users often carefully select and filter the content they share, portraying a desired image to their followers. This process of self-presentation involves creating and shaping an online identity that aligns with one's interests, values, and aspirations.1.2 The impact of social media on self-esteemThe ability to receive instant feedback and validation through likesand comments on social media can significantly impact an individual's self-esteem. Positive reinforcement can boost confidence and reinforce a positive self-image, while negative feedback or the absence of engagement can lead to feelings of inadequacy and self-doubt. Thus, the construction of online identities can greatly affect an individual's perception of their self-worth.2. Social Comparisons and Identity Formation2.1 Comparisons with othersSocial media platforms encourage individuals to compare themselves with others, often leading to a distorted sense of self. Users often showcase their most glamorous and exciting moments, creating an unrealistic standard against which others measure themselves. Constant exposure to carefully curated profiles may cause individuals to feel inadequate, leading to self-comparisons that negatively impact self-esteem and self-identity.2.2 Identity exploration and experimentationSocial media also provides a platform for individuals to explore and experiment with different aspects of their identity. Users can join communities of like-minded individuals, explore new interests, and express themselves freely. This enables a more fluid and flexible understanding of one's self, facilitating the formation of a multi-faceted and evolving identity.3. The Downsides of Social Media on Identity Formation3.1 The "filter bubble" effectThe use of algorithms by social media platforms often results in users being exposed to content and viewpoints that align with their existing beliefs and opinions. This can lead to the reinforcement of pre-existing biases, limiting exposure to diverse perspectives and hindering personal growth. Consequently, the formation of a well-rounded and inclusive identity may be impeded.3.2 The pressure to conformThe popularity of influencers and trendsetters on social media can create a sense of pressure to conform to certain ideals and trends. This pressure to fit in and be accepted can lead to individuals sacrificing their authentic selves in order to gain social validation. Consequently, social media can contribute to a phenomenon known as "performative identity," where individuals present a false version of themselves to conform to societal expectations.4. Positive Impact of Social Media on Identity Formation4.1 Empowerment and representationSocial media platforms have provided marginalized communities and individuals with a voice and a platform to share their experiences and struggles. This has led to increased representation, raised awareness, and fostered a sense of belonging and empowerment among these individuals. Social media can facilitate the formation of a strong and authentic identity rooted in diverse backgrounds and experiences.4.2 Bridging geographical dividesSocial media allows individuals from different geographic locations to connect, share experiences, and build relationships.This exposure to diverse cultures and perspectives can broaden an individual's understanding of the world and contribute to the formation of a more inclusive and globally-minded identity.Conclusion:Social media undoubtedly has a significant influence on identity formation. While it provides opportunities for self-presentation, exploration, and empowerment, it also carries risks such as distorted self-perception and the pressure to conform. It is important for individuals to approach social media mindfully, being aware of the potential impact on their identity, and seeking a balance between virtual and real-life experiences. Ultimately, the responsibility lies with users to curate an authentic online presence that aligns with their values and promotes genuine connections.。

做运动对健康有益英语作文

做运动对健康有益英语作文

Engaging in physical activities is a cornerstone of maintaining good health. Exercise offers a myriad of benefits that extend beyond the physical realm, impacting mental and emotional wellbeing as well.Firstly, regular exercise is known to improve cardiovascular health. It strengthens the heart, allowing it to pump blood more efficiently throughout the body. This not only reduces the risk of heart diseases but also promotes better circulation, which is essential for delivering oxygen and nutrients to tissues and organs.Secondly, physical activity helps in weight management. It increases the metabolic rate, which in turn helps in burning calories and preventing the accumulation of excess body fat. This is particularly important in combating obesity, a growing health concern worldwide.Thirdly, exercise is beneficial for mental health. It has been shown to reduce stress, anxiety, and depression by stimulating the release of endorphins, the bodys natural mood elevators. Moreover, regular physical activity can improve sleep quality, which is crucial for overall health and wellbeing.In addition, engaging in sports and other forms of exercise can enhance cognitive function. It promotes the growth of new neurons and improves the brains plasticity, which is the ability to adapt and learn new skills. This can help in preventing cognitive decline associated with aging.Furthermore, physical activities contribute to the development of strong bones and muscles. Weightbearing exercises, such as running and jumping, stimulate bone growth and increase bone density, reducing the risk of osteoporosis. Similarly, resistance training helps in building muscle mass, which is important for maintaining strength and balance.Lastly, exercise fosters social interaction and community engagement. Participating in group sports or fitness classes can help individuals build relationships, improve communication skills, and develop a sense of belonging.In conclusion, the benefits of engaging in physical activities are multifaceted and farreaching. They contribute to the improvement of physical health, mental wellbeing, cognitive function, and social skills. Therefore, incorporating regular exercise into ones daily routine is essential for leading a healthy and fulfilling life.。

好习惯成就的英语作文

好习惯成就的英语作文

Good habits are the cornerstone of success in life.They not only contribute to our personal development but also shape our character and influence our overall wellbeing. Here are some of the ways in which good habits can lead to a fulfilling life.1.Discipline and Routine:Cultivating a disciplined routine helps in managing time effectively.It allows for a structured approach to daily tasks,ensuring that work and leisure are balanced.2.Healthy Eating:A habit of consuming a balanced diet rich in nutrients is essential for maintaining good health.It can prevent diseases,boost energy levels,and improve mental clarity.3.Regular Exercise:Engaging in regular physical activity strengthens the body and improves cardiovascular health.It also serves as a stress reliever and contributes to a positive mood.4.Continuous Learning:The habit of lifelong learning keeps the mind sharp and adaptable.It opens up opportunities for personal and professional growth.5.Reading:Reading regularly not only enhances vocabulary and comprehension but also broadens perspectives and fosters creativity.6.Goal Setting:Setting clear and achievable goals provides direction and motivation.It helps in prioritizing tasks and tracking progress.7.Positive Thinking:Maintaining a positive outlook can improve resilience and reduce stress.It encourages a proactive approach to problemsolving.8.Time Management:Effective time management ensures that tasks are completed efficiently,leaving room for relaxation and personal interests.9.Financial Planning:Being financially responsible by saving and investing wisely is a habit that secures financial stability and reduces financial stress.10.Socializing:Regular social interaction is crucial for emotional health.It fosters a sense of belonging and provides support networks.11.Selfreflection:Taking time for selfreflection helps in understanding personal strengths and weaknesses,leading to selfimprovement.12.Respecting Others:Treating others with respect and kindness fosters harmonious relationships and a positive social environment.13.Adapting to Change:Being open to change and adaptable to new situations is a habit that prepares one for the uncertainties of life.14.Punctuality:Being punctual is a sign of respect for others time and is often associated with reliability and professionalism.15.Gratitude:Practicing gratitude helps in appreciating what one has,leading to increased happiness and contentment.In conclusion,good habits are the building blocks of a successful and happy life.They require consistent effort and commitment but yield longterm benefits that are well worth the investment.By integrating these habits into our daily lives,we can achieve personal fulfillment and contribute positively to society.。

社会学英语名词解释

社会学英语名词解释

社会学英语名词解释Aaccounting 说明过程人们提供说明以理解世界的过程。

(俗民方法论)accounting practices 说明过程的实践某人提出说明而其他人接受或拒绝该说明的方式。

(俗民方法论)accounts 说明行动者解释(描述、批评及理想化)特定情境的方式。

(俗民方法论)act 行动米德理论的基本元素,包含冲动、知觉刺激、对知觉感到的客体采取行动,并利用该客体满足原先的冲动。

action 行动人们所做之事是意识过程创造的结果。

actual social identity 实际的社会认同人们真正是什么样的人。

(戈夫曼)adaptation 适应帕森斯的四种必要功能之一。

系统必须能适应它的环境,并能调整环境以符合系统所需。

更详细地说就是,系统必须能处理外在情境的危险及突发事件。

affectivity-affective neutrality 情感-情感中立此模式变量系指对某种社会现象要投注多少情绪(或情感)。

(帕森斯)affectual action 情感性行动由情绪引起的非理性行动。

(韦伯)agency 能动力(性)系指行动者所做之行动;亦即,如果不是行动者介入并采取所谈论之行动,所发生之事可能不会以那种方式发生。

agents 行(能)动者有能力为社会世界带来影响的行(能)动者;行(能)动者拥有权力。

alienation 异化人们与其生产活动、所生产的物品、一起共事的同僚及其潜能之间的自然联系崩解了或被分离了。

(马克思)anomie 失序伴随有机连带社会而兴起的一种感觉,亦即不知道自己该做什么。

人们在社会游荡,并且缺乏清楚、具安全感的寄托。

(涂尔干)对默顿而言,当社会结构个文化之间发生严重断裂,被结构创造出来的人们依文化规范和目标运作,但当规范和目标发生严重断裂时,就产生失序的情形。

appearance 外表观众眼中的行动者;尤其指那些能暗示出表演者社会地位的项目。

(戈夫曼)ascription-achievement 先赋-成就此模式变量关心的是,当我们判断某一社会现象时,是以它被赋予了什么,还是以它成就了什么来判断的。

社会支持量表

社会支持量表

6.结果解释
• 1.总分:即十个题目评分之和 个体在社会生活中得到的心理支持的程 度,及对支持的利用度。 分数越高,社会支持度越高, (国内常 模34.36 ±3.73) 一般认为总分﹤24,为获得社会支持较少; 总分为24~34,为具有一般社会支持度; 总分﹥34为较为满意的社会支持度
• • • • • • • •
• 记分表中Ⅲ横栏的小计分数,表示你在待人接物方面的困 扰程度。 1.如果你的得分在6分以上,则往往表明你缺乏待人接物 的机智与技巧。在实际的人际关系中,你也许常有意无意 地伤害别人,或者你过分地羡慕别人以致在内心妒忌别人。 因此,其他一些同学可能回报你的冷漠、排斥,甚至是愚 弄。 2.如果你的得分在3-5分之间,则往往表明你是个多侧面 的人,也许可以算是一个较圆滑的人。对待不同的人,你 有不同的态度,而不同的人对你也有不同的评价。你讨厌 某人或被某人所讨厌,但你却极喜欢另一个人或被另一个 人所喜欢。你的朋友关系某方面是和谐的、良好的,某些 方面却是紧张的恶劣的。因此,你的情绪很不稳定,内心 极不平衡,常常处于矛盾状态中。 3.如果你的得分在0-2分之间,表明你较尊重别人,敢于 承担责任,对环境的适应性强。你常常以你的真诚、宽容、 责任心强等个性获得众多的好感与赞同。
意义
消极的社会支持
结核病、消化性溃疡、精神疾病、抑郁症、自杀
积极的社会支持
应激缓冲、缓解压力、维持良好的情绪体验
研究结果显示(House,1981),社会 支持的积极效果还可以促进个体从已确诊 的疾病中康复并减少病患死亡的概率。 • 1个百分点家庭支持的上升,可以带来 13个百分点严重的肾病患者的死亡率。 • 亲人的“存在”以及从其他患者或医 生哪里得到的信息对癌症患者的治疗都起 到了重要的帮助作用。

situated social practice theory

situated social practice theory

situated social practice theorySituated social practice theory is an approach in sociology and social theory that emphasizes the importance of context and everyday practices in shaping human behavior and social phenomena. It emphasizes that human actions and interactions are situated within specific social, cultural, historical, and institutional contexts.This theory posits that social practices are not only determined by broader social structures and institutions, but also actively shape and reproduce these structures. It emphasizes the agency of individuals and the recursive relationship between structure and agency.One key aspect of situated social practice theory is the concept of "situatedness." This means that human actions and meanings are deeply influenced by the specific contexts in which they occur. Context includes factors such as social roles, power dynamics, cultural norms, and material conditions. By understanding situatedness, we can better appreciate the diversity and fluidity of human behavior and the ways in which it is shaped by social and cultural factors.Another important element of situated social practice theory is the focus on everyday practices. This approach highlights the significance of routine activities, rituals, and interactions in shaping social reality. By examining these practices, we can gain insights into the reproduction and transformation of social structures and institutions.Situated social practice theory often emphasizes the emergent and negotiated nature of social phenomena. It suggests that social meanings and practices are not predetermined but emerge through interaction and negotiation among individuals. This perspective challenges deterministic explanations and emphasizes the role of agency and creativity in shaping social reality.Overall, situated social practice theory offers a framework for understanding human behavior and social phenomena as dynamically shaped by context and everydaypractices. It highlights the importance of considering the situated nature of human agency and the recursive relationship between structure and agency in sociological analysis.。

科技影响和改变我们的生活英语作文

科技影响和改变我们的生活英语作文

科技影响和改变我们的生活英语作文全文共3篇示例,供读者参考篇1Technology: The Double-Edged Sword Reshaping Our WorldAs a student in today's rapidly evolving technological landscape, I can't help but marvel at the profound impact that advancements in science and engineering have had on our daily lives. From the smartphones glued to our hands to the laptops that have become indispensable study companions, technology has woven itself into the very fabric of our existence. However, like a double-edged sword, these innovations bring forth both extraordinary conveniences and daunting challenges that demand our utmost consideration.Let's start with the positives – the aspects of technology that have undoubtedly enriched our lives. The internet, that vast digital expanse, has transformed the way we access and share information. With just a few taps or clicks, we can immerse ourselves in a world of knowledge, exploring subjects that were once confined to dusty library shelves. Online educational resources, from video tutorials to interactive simulations, haverevolutionized the learning experience, making education more accessible and engaging than ever before.Moreover, technological advancements have revolutionized communication, bridging geographical divides and fostering global connectivity. Social media platforms and messaging apps have enabled us to maintain relationships with friends and family across the globe, fostering a sense of community and belonging that transcends physical boundaries. Collaborative tools, such as video conferencing and cloud-based file sharing, have facilitated seamless teamwork, empowering students and professionals alike to pool their collective brainpower, regardless of their physical location.In the realm of healthcare, technology has proven to be a veritable lifesaver. Cutting-edge medical imaging techniques, robotic surgeries, and personalized treatment plans tailored to an individual's genetic makeup have all contributed to improving patient outcomes and prolonging lives. Wearable devices and health-monitoring apps have even enabled us to take a proactive approach to our well-being, tracking our fitness levels and nutritional intake with unprecedented accuracy.However, as awe-inspiring as these advancements may be, we cannot ignore the potential pitfalls and ethical dilemmas thatarise from our reliance on technology. The insidious spread of misinformation and cyberbullying across social media platforms has cast a dark shadow over the digital realm, threatening our mental health and eroding the fabric of civil discourse. Additionally, the ubiquitous nature of technology has given rise to concerns about privacy and data security, with numerous high-profile breaches and scandals exposing the vulnerabilities of our digital footprints.Furthermore, the rapid pace of technological progress has also raised concerns about its impact on employment and job security. As artificial intelligence and automation continue to advance, many fear that vast swaths of the workforce could be rendered obsolete, leading to widespread economic disruption and societal upheaval. This is a particularly pressing concern for students like myself, who must navigate an ever-shifting job market and equip ourselves with the skills necessary to thrive in an increasingly tech-driven world.Perhaps one of the most insidious consequences of our technological dependence is the erosion of face-to-face human interaction. As we become more engrossed in our digital devices, we risk losing the art of genuine connection and empathy, substituting meaningful relationships with fleeting digitalinteractions. This phenomenon has been exacerbated by the rise of social media, which often presents a carefully curated and idealized version of reality, perpetuating unrealistic expectations and fueling feelings of inadequacy and dissatisfaction.Moreover, the constant barrage of information and stimuli that inundates us through our digital devices has given rise to a new affliction: digital overload. The constant pinging of notifications, the never-ending stream of updates and messages, can leave us feeling overwhelmed and distracted, compromising our ability to focus and engage in deep, meaningful work or study.Despite these challenges, I remain cautiously optimistic about the future of technology and its potential to shape our world for the better. However, this optimism is tempered by a recognition that we must approach these advancements with wisdom, foresight, and a deep commitment to ethical principles.As students and citizens of the digital age, it is our collective responsibility to strike a delicate balance between embracing innovation and safeguarding our fundamental human values. We must advocate for policies and practices that prioritize online safety, data privacy, and digital wellness, while also fostering an environment that encourages critical thinking and media literacy.Furthermore, we must embrace a holistic approach to education, one that not only equips us with the technical skills required to navigate the digital landscape but also instills in us a deep appreciation for the humanities, ethics, and social sciences. By cultivating well-rounded individuals who possess both technological prowess and a profound understanding of the human condition, we can ensure that our technological advancements serve to uplift and empower rather than diminish and exploit.Ultimately, technology is a tool – a remarkably powerful one, but a tool nonetheless. Its true impact lies not in the technology itself but in how we, as conscious and ethical beings, choose to wield it. It is up to us to harness its potential for good, to channel its power towards solving the world's most pressing challenges, and to ensure that it remains a means to an end, rather than an end unto itself.As I look towards the future, I am filled with a sense of awe and anticipation. The technological marvels that await us are beyond our wildest imaginings, promising to reshape our world in ways we can scarcely fathom. Yet, amidst this excitement, I am reminded of the grave responsibility that accompanies such power. It is incumbent upon us, as the stewards of thistechnological revolution, to approach it with wisdom, compassion, and an unwavering commitment to the betterment of humanity.For technology, like the mythical fire stolen from the gods, is a gift that can either illuminate our path forward or consume us in its flames. The choice is ours to make, and the future we create will be a reflection of the choices we make today.篇2Technology: Reshaping Our Lives in Profound WaysAs a student living in the 21st century, I can't even begin to imagine what life was like before modern technology reshaped virtually every aspect of human existence. From the way we communicate and learn, to how we work, play, and go about our daily lives, technology has completely revolutionized our world in an amazingly short period of time.Just think about how we communicate and access information today compared to just a few decades ago. Before the internet and mobile devices, we were largely disconnected when away from a landline telephone or separated by long distances. Now, we have the ability to instantly communicate with anyone, anywhere through video calls, messaging apps,emails, and social media. The world's information is also quite literally at our fingertips through internet-connected smartphones and computers.This constant connectivity and access to vast amounts of data has tremendously impacted how we learn and acquire knowledge. Students today can access libraries of information online, watch instructional videos, take virtual tours of museums and historical sites, and even attend virtual classrooms and lectures online. Education technology like laptops, tablets, and interactive whiteboards have also transformed traditional teaching methods.While these technological advances have enriched education in many ways, they have also made learning more self-directed. Students today have to take more ownership and responsibility for their learning by sifting through the volumes of information available online and determining what is accurate and relevant. This requires stronger critical thinking, research, and self-discipline skills that our parents' generation may not have needed as much.Technology hasn't just impacted how we learn and communicate, but also how we work. Tools like computers, software, robotics, and artificial intelligence have automatedmany jobs and streamlined business processes. This has eliminated some roles while creating new types of jobs and shifting the skills needed to be employable. As a student looking ahead to my future career, I have to remain adaptable and continue developing technological skills to stay competitive and relevant in an increasingly digital workforce.Our personal lives and daily routines have also been dramatically reshaped by new technologies. Smart home devices can automatically control our lights, temperature, appliances, and home security systems. Ridesharing services and GPS have changed how we get transportation. Food ordering apps, grocery delivery, and online shopping have altered how we buy goods. Streaming entertainment through on-demand videos, music, and gaming have replaced traditional media like cable TV, DVDs and movie theaters. Even how we socialize, date, bank, and handle finances is being revolutionized by new technologies.While these shifts have created much convenience and new opportunities, they have also bred unhealthy habits and dependencies. Being constantly tapped into our devices and the internet is highly distracting and addictive. It's far too easy to endlessly scroll through social media, watch videos, and become absorbed in our screens at the expense of ignoring the real worldaround us. As a society, we have become more sedentary and isolated despite being more connected than ever before.Likewise, as awesome as many new technologies are, our increasing reliance on them is not without risks. Cyber attacks and data breaches are growing threats to our digital infrastructure, personal privacy and even national security. The spread of misinformation and exploitation of personal data by tech companies and political actors reveals the darker consequences of living in an online world. Perhaps most concerning is the existential risk that advanced artificial intelligence could one day surpass human control if we aren't extremely cautious.On a more philosophical level, many of the technological shifts we've experienced have sparked profound questions about what it means to be human in an increasingly artificial world. How does virtual reality shape our perception of actuality? Do social media and dating apps diminish our ability to develop meaningful interpersonal connections? What are the psychological and social consequences of human-like androids becoming commonplace? These are just a few of the many complex ethical dilemmas emerging in our modern era of disruptive innovations.Ultimately, as a student who has come of age in this incredible period of rapid technological growth, I feel both incredibly fortunate and a bit unsettled about the future. My generation is the first to grow up fully immersed in technologies that were unimaginable for previous generations. While technology has created amazing efficiencies, opportunities, and advancements that have reshaped human life for the better in many ways, we must also think critically about its limits and consequences.As technology continues evolving at an exponential pace, we have to carefully manage its development to ensure it enriches our lives without dehumanizing us. We have to find the right balance between embracing innovation and preserving our core values, wisdom and humanity. Otherwise, we risk losing touch with what makes us distinctly human in an increasingly artificial world of our own creation. We must be the stewards, not just consumers, of technology's gifts to ensure we leverage its power to improve our lives not just materially, but intellectually and spiritually as well.篇3Technology: A Double-Edged Sword Transforming Our LivesWe're living in an era where technology has become deeply intertwined with every aspect of our lives. From the moment we wake up to the sound of our smartphone alarms to the time we mindlessly scroll through social media before bed, tech is omnipresent. As a student, I can't help but ponder both the advantages and drawbacks this brings.On one hand, technology has revolutionized education, opening up a world of knowledge and resources at our fingertips. With online learning platforms, we can access a wealth of information, engage in virtual classrooms, and collaborate with peers from around the globe. This has been a game-changer, especially during the pandemic when traditional in-person learning was disrupted.Furthermore, the internet has made research infinitely more efficient. Gone are the days of trudging to the library and scouring through physical books and journals. Now, with a few keystrokes, we can access a vast array of academic databases, scholarly articles, and digital libraries. This has not only streamlined the research process but also exposed us to diverse perspectives and cutting-edge discoveries.Moreover, technology has transformed the way we learn and retain information. Interactive simulations, educational apps, andgamified learning platforms have made the acquisition of knowledge more engaging and personalized. We can learn at our own pace, revisit difficult concepts, and receive instant feedback, catering to our individual learning styles.However, amidst these conveniences, we must also acknowledge the pitfalls of our tech-driven existence. The constant barrage of notifications, social media updates, and digital stimuli can be overwhelming, leading to decreased attention spans and impaired focus. It's becoming increasingly challenging to maintain sustained concentration on tasks, whether it's studying for exams or working on long-term projects.Additionally, the abundance of information online has given rise to the spread of misinformation and fake news. As students, we must cultivate critical thinking skills to discern credible sources from falsehoods, a task that can be daunting in the vast digital landscape.Furthermore, the reliance on technology has raised concerns about privacy and data security. Our online activities, search histories, and personal information are constantly tracked and monetized by tech giants. This erosion of privacy can havefar-reaching implications, from targeted advertising to potential misuse of our data.Perhaps most alarmingly, the pervasive use of technology has contributed to a sedentary lifestyle and increased rates of obesity, mental health issues, and social isolation. We often find ourselves glued to screens, neglecting physical activity and face-to-face interactions, which are crucial for our well-being.Despite these challenges, I believe that technology is neither inherently good nor bad – it's a powerful tool that can either enhance or hinder our lives, depending on how we wield it. As students, we must strive to strike a balance, embracing the advantages while mitigating the drawbacks.One way to achieve this balance is by practicing digital mindfulness. We should consciously set boundaries, allocate specific times for technology use, and prioritize activities that foster face-to-face connections and physical well-being. Regular digital detoxes, where we unplug from our devices, can also be rejuvenating and help us regain perspective.Furthermore, we must cultivate a critical mindset when navigating the digital realm. We should fact-check information, question the motives behind online content, and develop media literacy skills to identify biases and misinformation.Simultaneously, we must be vigilant about our online privacy, regularly reviewing and adjusting our security settings and being cautious about the information we share.Lastly, we should leverage technology as a tool for positive change and personal growth. We can utilize online platforms to amplify our voices, raise awareness about important issues, and connect with like-minded individuals worldwide. Educational apps and resources can help us acquire new skills, explore diverse interests, and continuously expand our knowledge.In conclusion, technology is a double-edged sword that has profoundly impacted our lives as students. While it has revolutionized education and opened up a world of opportunities, it has also introduced new challenges and risks. To navigate this complex landscape, we must cultivate a balanced approach, embracing the benefits while mitigating the drawbacks through digital mindfulness, critical thinking, and a commitment to using technology as a force for good. Only then can we truly harness the power of technology to enhance our learning experiences and personal growth, shaping a future where we coexist harmoniously with the digital world.。

基于社会认知与交互训练的干预模式应用于精神分裂症患者的效果分析

基于社会认知与交互训练的干预模式应用于精神分裂症患者的效果分析

医学食疗与健康 2022年11月中第20卷第32期·论著·基于社会认知与交互训练的干预模式应用于精神分裂症患者的效果分析甘秀红…周丽萍…叶志兰(清远市第三人民医院,广东 清远 511500)【摘要】目的:探讨基于社会认知与交互训练的干预模式应用于精神分裂症患者的效果。

方法:选取我院2015年2月至2019年1月收治的57例精神分裂症患者作为研究对象,按照简单随机化法分为对照组(n=28,予常规药物干预)和观察组(n=29,在对照组的基础上联合基于社会认知与交互训练的干预模式),观察两组自知力与治疗态度问卷(ITAQ)、住院精神患者社会功能评定量(SSPI)和阳性和阴性症状量表(PANSS)。

结果:干预前,观察组ITAQ评分(13.14±2.35)分与对照组ITAQ评分(13.43±2.63)分无明显差异(t=1.328,P>0.05),干预后,观察组ITAQ评分(23.53±4.03)分明显高于对照组(18.62±4.41)分(t=4.384,P<0.05)。

干预后,两组患者SSPI评分较治疗前上升,且观察组明显高于对照组(P<0.05)。

干预后,两组患者的PANSS评分有所下降,观察组明显低于对照组(P<0.05)。

结论:社会认知与交互训练的干预可改善精神分裂症患者对疾病的认识及治疗态度,缓解精神分裂临床症状,提高社会功能,值得进一步研究和推广。

【关键词】社会认知;交互训练;精神分裂症;社会功能【中图分类号】R473.74…【文献标识码】A…【文章编号】2096-5249(2022)32-0004-04Effect analysis of intervention model based on social cognition and interactive training on patients with schizophreniaGan Xiu-hong, Zhou Li-ping, ye Zhi-lanGuangdong Qingyuan Third People’s Hospital, Qingyuan 511500, Guangdong, China【Abstract】Objective: To explore the effect of intervention model based on social cognition and interactive training on patients with schizophrenia. Methods: 57 schizophrenic patients treated in our hospital from February 2015 to January 2019 were selected as the research objects. They were divided into control group(n=28, given routine drug intervention)and observation group(n=29, combined with the intervention mode based on social cognition and interactive training on the basis of the control group). The self-knowledge and treatment attitude questionnaire(itaq)of the two groups were observed Social function assessment scale(SSPI)and positive and negative symptom scale (PANSS)for hospitalized psychiatric patients. Results: Before intervention, there was no significant difference between the itaq score(13.14±2.35)of the observation group and that of the control group(13.43±2.63)(t=1.328, P>0.05). After intervention, the itaq score(23.53±4.03)of the observation group was significantly higher than that of the control group(18.62±4.41)(t=4.384, P<0.05). After the intervention, the SSPI score of the two groups was higher than that before treatment, and the SSPI score of the observation group was significantly higher than that of the control group (P<0.05). After the intervention, the PANSS score of the two groups decreased, and that of the observation group was significantly lower than that of the control group(P<0.05). Conclusion: The intervention of social cognition and interactive training can improve the understanding and treatment attitude of schizophrenic patients, alleviate the clinical symptoms of schizophrenia and improve social function, which is worthy of further research and promotion. 作者简介:甘秀红(1980.09—),女,本科,主管护师,研究方向:临床护理。

尊重筑和谐的英语作文

尊重筑和谐的英语作文

Respect is a fundamental principle in building a harmonious society.It is the cornerstone of interpersonal relationships and a key to social stability.Here are some points that highlight the importance of respect in fostering harmony:1.Mutual Respect:Respect should be mutual.When we show respect to others,we are more likely to receive it in return.This creates a positive cycle of interaction that is essential for a harmonious environment.2.Diversity and Tolerance:A harmonious society is one that embraces diversity. Respecting different cultures,beliefs,and lifestyles promotes tolerance and acceptance, which are vital for social cohesion.munication:Respectful communication is key to resolving conflicts and misunderstandings.When people approach discussions with respect,they are more open to understanding different perspectives and finding common ground.4.Equality:Respecting others means acknowledging their inherent worth and dignity, regardless of their social status,race,or gender.This promotes a sense of equality and fairness in society.5.Empowerment:When individuals feel respected,they are more likely to feel empowered and confident.This can lead to greater participation in community activities and a stronger sense of belonging.cation:Teaching respect from an early age is crucial.Schools and families play a vital role in instilling the values of respect and empathy in children,preparing them to contribute positively to a harmonious society.7.Legal Framework:A society that respects the rule of law ensures that all individuals are treated fairly.This legal respect is a foundation for social harmony,as it provides a framework for resolving disputes and upholding rights.8.Economic Justice:Respecting economic rights and opportunities for all members of society is essential for reducing inequality and fostering a sense of fairness and harmony.9.Environmental Stewardship:Respect for the environment is also a form of respect for future generations and other species.A harmonious society is one that takes care of its natural resources and works towards sustainable living.10.Civic Responsibility:Respecting the community and its institutions is part of being aresponsible citizen.This includes obeying laws,participating in civic duties,and contributing to the common good.In conclusion,respect is a multifaceted concept that touches every aspect of society.By practicing respect in all its forms,we can create a more harmonious,inclusive,and prosperous world for all.。

法国社交礼仪 英文版

法国社交礼仪 英文版

4.Knightlike

Although today in France, equites(骑士阶级) and royal court no longer exist. But French still value chivalry(骑士精神). The core of chivalry is to respect and protect woman.
批注本ห้องสมุดไป่ตู้保存成功开通会员云端永久保存去开通
French Social Customs
——Social etiquette
French Social etiquette
Compared with German and American, French behave differently in social interaction. Overall, Frenchman has the following characteristics in social interaction.
2. Free and liberal

Though Frenchmen obey the law, they are lack of discipline. They are liberals. Their national motto is “Freedom, equality and fraternity”. You must make an appointment before every social activity. And you must prepare for their being late.
(自由,平等,博爱)

1. Sociable.

Social activity is an important part of French people’s daily life. For them, living without social activities is unbelievable. Frenchmen tend to be hearty and enthusiasm in communication. They like to joke. They dislike people who talk less and hate people who always frown. Be influenced by traditional culture, Frenchmen like adventures and romantic experiences.

conversationanalysis

conversationanalysis

Complementary Therapies in Medicine(2004)12,131—135Conversation analysisJohn Chatwin∗School of Healthcare Studies,University of Leeds,Leeds LS29UT,UKKEYWORDS Conversation analysis; CAM interactions; Medical encounters; Socio-linguistics Summary Conversation analysis(CA)is well established as a means of exploring the interactional detail of conventional healthcare encounters.It is also becoming increasingly popular in action to CAM.This article outlines the main features of CA,how it can be used in a CAM context,and the type of information it can be expected to reveal.Examples of original CA data obtained from CAM consultations are presented to illustrate the CA method.©2004Elsevier Ltd.All rights reserved.CA—–what is it?Conversation analysis(CA)is a socio-linguistic ap-proach that is largely concerned with the analysis of the verbal communication that people routinely use when they interact with one another.It origi-nated in the1960’s,primarily due to the work of the American sociologist Harvey Sacks,1and draws on ethnomethodological and interactional traditions of naturalistic observation.Essentially,CA provides an analytical method that can be used to expose the underlying structural‘rules’that govern how day-to-day activities are composed and organised.2What can CA tell us about CAM?In terms of CAM,an obvious application for CA is as a tool for examining the interactions that occur between patients and practitioners.There is a long tradition of CA research in thefield of conventional medicine(see,for example:3—6).Over the last few*T el.:+441132331374;fax:+441132331204.E-mail address:******************.uk.years the increasing integration of CAM into main-stream medicine has encouraged some researchers to focus on this arena too—–so far concentrating mostly on talk-based therapies such as counselling and homoeopathy(see,for example:7).How would you use it?T o be used effectively,CA depends on analysing a large number of naturally occurring examples of a given phenomena.In CAM,for example,youmight be interested in studying one particular aspect of behaviour,such as how practitioners open their consultations,how patients present descriptions of their symptoms,or how treatment decisions are negotiated.Material for analysis using CA is routinely collected in the form of video or audio recordings.These‘raw’data are then transcribed using a detailed system of notation(see Fig.2) that attempts to capture,among other things,the relative timing of participants’utterances(the ex-act points,for example,when one person’s speech overlaps another in their ongoing talk),nuances of sound production,word emphasis,and certain aspects of intonation.CA contrasts with other qual-0965-2299/$—see front matter©2004Elsevier Ltd.All rights reserved. doi:10.1016/j.ctim.2004.07.042132J.Chatwinitative research methods,such as interviewing or observational work,in that(at the data collection and processing phase at least)the process does not rely to any great extent on subjective interpreta-tion.CA in fact represents a significant departure from other linguistically oriented approaches be-cause utterances are not seen primarily in relation to linguistic structure(i.e.in terms of their sense and meaning),but rather as objects utilised in the ongoing negotiation of social tasks—–requests, greetings,proposals,complaints and so on—–and as such,their relative positioning within sequences of interaction can be accurately mapped. Another useful feature of the method is that it allows for the systematic analysis of comparatively large sets of data,which,as an aim of CA is to detect commonalties of behaviour,helps to reduce any distortions that might be introduced by the id-iosyncratic communication styles of individuals.How to go about using CAAssuming the phenomena or interactional environ-ment youwant to analyse is compatible with the CA approach,the procedure would be:1.Identify what it is you want to study:Is it aspecific type of activity or behaviour?Or is it something broader?Youmay simply have a no-tion that a particular interactional activity cre-ates a certain‘feel’or atmosphere,and wish to isolate the behavioural elements that are contributing to this.In CAM and other medi-cal settings,CA has been used to explore ar-eas such as the way patients contextualise their symptoms,8how they describe what is wrong with them,9and how they seek information.10 Attempts have also been made to identify what it is in the interactions between therapists and patients that gives certain CAM encounters their collegial quality.112.Collect your data:The material youcollect willbe subjected to a detailed transcription process, so high quality video or audio recordings are es-sential.Similarly CA deals with real interaction.Mocked-up,role-played or staged exchanges will not do—–unless of course it is the idiosyncrasies of behaviour within these particular arenas that you wish to study.For best results,you will need to collect as many examples as possible of the behaviour you are interested in.So for example, if you are exploring the way in which acupunc-turists organise their talk when referring to the u se of needles(as youmight be if youwere try-ing tofind practical ways of making things eas-ier for patients who were scared of needles)you would concentrate on obtaining as many natural recordings of this activity occurring as you could.Not just from one practitioner or a single setting, but from a whole range of different acupunctur-ists with different patients.For their CA based study focusing on allopathic doctor—patient in-teraction,Heritage and Strivers3recorded335 consultations involving19doctors,and data col-lections of this size are not uncommon in CA.Essentially the greater the number of examples, the less likelihood that analytical distortions will be introduced due to the idiosyncratic charac-teristics of individual participants.3.Transcribe your data:This can be the most timeconsuming part of the process but is at the heart of the method.CA transcription needs to be extremely detailed,accurate and consistent, and is a difficult skill to master.As a rough guide,an efficient transcriber(often the re-searcher who records the original material)may be able to transcribe about1min of a recording in1h,depending on the complexity of the talk.Multi-party and lively or argumentative interactions where there is a lot of overlap-ping speech can take far longer to unravel.There are,unfortunately,no specific software packages that can come anywhere near the consistency required to do this automatically, but at an academic level,the intense process of manual transcription can be an important part of the analytical process,allowing a researcher to really get inside the data.Some digital recording and editing packages such as N-track or sound forge can make the process easier, however,allowing recordings to be displayed on-screen and controlled alongside your word processor(see Fig.1).These kinds of software can make the categorisation and comparison of data much easier at the analytical stage too.4.Analysis:Normally,in‘pure’CA,once youhave assembled a sufficiently large collection of recording transcripts,youwill isolate data relating to the particular discrete activities that are of interest(say,‘greetings’or‘topic initia-tion’)and arranged them into collections.You can then methodically analyse them to reveal underlying sequential commonalities and pat-terns.CA may,however,also be used in a much broader way to work with smaller pieces of data(a transcript of a single complete CAM consulta-tion,for example).This approach is likely to be of most interest to researchers without a pure CA background,or for studies in which CA is not the primary methodology.A traditional way of approaching the initial stages of CA is for a groupConversation analysis133Figure1.The simultaneous display of the digital recording package‘N-track’,and MS Word in different screen windows. Some software packages not specifically designed to work with CA can be very useful during transcription and analysis.of analysts to get together and hold a‘data ses-sion’in which examples of a single transcript or short collections of material are brainstormed.This process can be an extremely useful way of isolating original and tangential themes.Data exampleThe two short transcript extracts below will give a very basic illustration of the way in which CA data is presented and analysed.In keeping with the CAM context,both are taken from towards the end of ho-moeopathic consultations and represent the point where the homoeopaths are initiating the activity of offering treatment(indicated by the highlighted area).The short table in Fig.2gives the meanings of the symbols used,but note particularly the way in which each individual’s‘turn’at talk begins on a separate line,with the points at which speech over-laps indicated by square brackets(at lines2and3 in Scheme1,and11and12in Scheme2).Pauses (given in tenths of a second)between and within turns are indicated by the numbers in parenthesis.Intonationally stressed words are underlined,while words in capital letters are louder in relation to the surrounding speech.At an analytical level,youcan see that the transcription method has effectively captured two contrasting ways in which the homoeopaths organise their treatment giving‘turn’at talk(the concept of turn-taking being a fundamental tenet of CA)as well as illustrating the different sequen-tial outcomes(in terms of patient responses)which result from these.In Scheme1the homoeopath uses an approach which is overtly‘non-directive’—–she doesn’t actually suggest a treatment option as such,but in fact asks the patient to take control of the treatment process:‘...what are youthinking you-might do....’(line9).Similarly,her delivery at this point is fractured,with frequent pauses and hesitations,which further help to give it a non-directiveflavour.In contrast,the way in which the homoeopath in Scheme2switches into treatment giving is highly directive and focused. She displays no hesitation,and succinctly partitions off her treatment delivery from her preceding talk with a‘RIGHT’which is both louder relative to the134J.ChatwinFigure2.Scheme1.Scheme 2.surrounding speech,and delivered with a degree of emphasis.She follows with ‘...I’m going to give youmalandrinu m today ....’(lines 8—9)which is both directive and categorical.The sequential effect of the two different ap-proaches is also traceable in the transcript.In Scheme 1,the homoeopath’s ‘open’framing of her treatment turn allows the patient to offer her own suggestion;in Scheme 2the categorical or ‘closed’delivery that the homoeopath utilises allows little interactional opportunity for the patient to do any-thing other than go along with her .T aken as pure CA,these two short extracts could not be used to provide any definitive cate-gorisations (in this case relating to the ways that treatment decisions are delivered).A far more extensive collection would be required before any specific conclusions about reoccurring routines of interaction could be drawn.In terms of wider social research,however ,even a small numberConversation analysis135of contrasting data fragments like this can be useful.These particular data,for example,came from a multi-disciplinary study looking at ways to improve patient participation in treatment decision making,1and it can be seen that the kind of micro-level detail that CA delivers can readily provide an empirical grounding for obser-vations and concepts developed using other,more subjective,qualitative approaches.ResourcesRecommended readingA good basic introduction to the CA method is: Conversation Analysis by Ian Hutchby and Robin Wooffitt.12But the absolute bible of CA is a col-lection of lecture transcripts by its inventor Har-vey Sacks,who died in James Dean style in the mid 1970’s.Lectures in Conversation(edited by Gail Jefferson)is published in two volumes by Blackwell.SoftwareDigital recording and editing software can make the task of transcription and analysis easier,allowing youto slow down recordings,make accu rate inter-val timings(traditionally done with a stopwatch),or remove a certain amount of noise from bad record-ings.T wo software packages that have been found very useful for CA work are:N-track:Which allows for the simultaneous dis-play of several tracks of audio on your computer at the same time and is good for archiving audio and comparative analytical work.Available over the in-ternet from:.Sound forge:Which is an industry standard audio editing package that,although quite ex-pensive,is extremely useful for cleaning up bad1Data collected for the Department of Health funded PaPaYA project(Patient Participation in York and Aberdeen).Reference number3700514.recordings and creating professional sounding au-dio clips for presentations etc.Available from: .References1.Sacks H.In:Jefferson G,editor.Lectures in conversation,Vols1and2.Oxford:Blackwell;1998.2.Per¨a kyla A.Conversation analysis:a new model of re-search in doctor—patient communication.J R Soc Med 1997;90:205—8.3.Heritage J,Stivers T.Online commentary in acute medicalvisits:a method of shaping patient expectations.Soc Sci Med1999;49:501—1517.4.Heath C.The delivery and reception of diagnosis in thegeneral-practice consultation.In:Drew P,Heritage J,ed-itors.T alk at work:interaction in institutional settings.Cambridge:Cambridge University Press;1995.5.Frankel RM,West C.Miscommunication in medicine.In:Coupland N,Giles H,Wiemann JM,editors.Miscommuni-cation and problematic talk.London:Sage;1991.6.West C.Ask me no questions....An analysis of queries andreplies in physician—patient dialogues.In:Fisher S,Dun-das T,editors.The social organisation of doctor—patient communication.Washington:The Centre for Applied Lin-guistics;1983.7.Per¨a kyla A.Aids counselling.Institutional interaction andclinical practice.Cambridge:Cambridge University Press;1995.8.Gill VT.Doing attributions in medical interaction:patients’explanations for illness and doctors’responses.Social Psy-chology Quarterly1988;61:260—342.9.Ruusuvuori J.Control in the medical consultation:prac-tices of giving and receiving the reason for the visit in pri-mary health care.Unpublished doctoral dissertation.Uni-versity of T ampere;2000.10.Heritage J,SefiS.Dilemmas of advice:aspects of the deliv-ery and reception of advice in interactions between health visitors andfirst time mothers.In:Drew P,Heritage J,edi-tors.T alk at work.Cambridge:Cambridge University Press;1992.11.Chatwin munication in the homoeopathic therapeu-tic encounter.Unpublished PhD thesis.York:York Univer-sity;2003.12.Hutchby I,Wooffitt R.Conversation analysis:principles,practices and applications.Cambridge:Polity;2001.。

IAT的属性类别标签效应研究

IAT的属性类别标签效应研究

IAT 的属性类别标签效应研究张陆,佐斌,叶娜(华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室,湖北武汉430079)【摘要】目的:探讨内隐联想测验(IAT )的属性标签效应。

方法:采用单因素被试间设计,实验包含两个IAT 程序,两个程序所使用的刻板对象标签相同,均为男名和女名;所使用的属性类别标签不同,IAT1中以“家具/衣服”为属性类别标签,IAT2中以“坚硬/柔软”为属性类别标签;所使用的样例刺激完全相同。

结果:两个IAT 效应差异显著,IAT2的效应大于IAT1的效应,表明属性类别标签的改变造成了IAT 效应的差异。

结论:属性类别标签影响IAT 效应,IAT 存在属性类别标签效应。

【关键词】内隐联想测验;刻板印象;类别标签;样例刺激;IAT 效应中图分类号:R395.1文献标识码:A文章编号:1005-3611(2009)04-0454-03The Attribute Category Labels Effect of IATZHANG Lu ,ZUO Bin ,YE NaSchool of Psychology and Hubei Human Development and Mental Health Key Laboratory ,Central China Normal University ,Wuhan 430079,China【Abstract 】Objective:This study explored the attribute category labels ’effect of IAT.Methods:A one factor betweensubjects design was employed,and two IATs were contained in the experiment.The two IATs were the same except for the attribute category labels.Results:The study showed that the two IAT effects were different significantly.Conclusion:The IAT effects are affected by the attribute category labels.【Key words 】I mplicit association test ;S tereotypes ;C ategory labels ;S timulus exemplars ;IAT effects【基金项目】教育部人文社会科学基金项目(05JAXLX009)和教育部新世纪优秀人才支持计划项目(NCET-06-0675)资助内隐联想测验(Implicit Association Test ,简称IAT )是由Greenwald 等人在1998年提出的,最初用来测量人们的内隐态度[1]。

英语作文 家人是重要的

英语作文 家人是重要的

Family is the cornerstone of our lives,providing us with a sense of belonging and emotional support that is essential for our wellbeing.Here are some key points to consider when discussing the importance of family in an English composition:1.Foundation of Love and Care:Family is where we first experience love and care.It is the place where we learn to give and receive affection,which shapes our emotional intelligence and ability to form relationships.2.Cultural and Moral Values:Families are the primary agents of cultural transmission. They teach us the values,traditions,and norms of our society,which guide our behavior and decisionmaking throughout life.3.Support System:In times of need,family members are often the first to offer support, whether its emotional,financial,or practical help.This support network is invaluable during challenging periods.4.Role Models:Parents and other family members serve as role models,influencing our behavior,aspirations,and attitudes.They set examples that we strive to emulate or learn from.5.Personal Growth:The interactions within a family contribute to our personal growth. We learn to communicate,cooperate,and resolve conflicts,which are critical skills for our development.6.Sense of Identity:Our family background and relationships help to form our identity. Knowing our family history and heritage can give us a sense of continuity and a place in the world.cation and Learning:Families play a crucial role in our education,both formally and informally.They encourage learning and curiosity,and often provide the resources and environment necessary for academic success.8.Safety and Security:A family provides a safe and secure environment where we can grow and explore without fear.This sense of safety is fundamental to our mental health and confidence.9.Legacy and Continuity:Families are the custodians of our legacy,passing down stories, heirlooms,and traditions that connect us to our past and give us a sense of continuity.10.Socialization:Through family interactions,we learn social skills such as empathy,respect,and responsibility.These skills are essential for our integration into society and our ability to form meaningful relationships.In conclusion,the importance of family cannot be overstated.It is the bedrock of our emotional,social,and cultural development,and it plays a pivotal role in shaping who we are and who we become.。

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Attenuation of social interaction-associated ultrasonic vocalizations and spatial working memory performance in rats exposed to chronic unpredictable stressMuhammad S.Riaz a ,1,Martin O.Bohlen a ,1,Barak W.Gunter a ,Quentin Henry b ,Craig A.Stockmeier b ,Ian A.Paul b ,⁎a Graduate Program in Neuroscience,University of Mississippi Medical Center,2500North State Street,Jackson,MS 39216,USAbDepartment of Psychiatry &Human Behavior,University of Mississippi Medical Center,2500North State Street,Jackson,MS 39216,USAH I G H L I G H T S •CUS exposure did not alter sucrose preference in adult male Sprague Dawley rats.•CUS exposure attenuated social interaction-associated ultrasonic vocalizations.•CUS exposure attenuated cognitive performance on a spatial working memory task.•CUS exposure resulted in attenuation of weight gain in CUS-treated rats.•CUSexposureresulted in increased latency to feed in a novel environment.a b s t r a c ta r t i c l e i n f o Article history:Received 28April 2015Received in revised form 25August 2015Accepted 3September 2015Available online 11September 2015Keywords:Major depressionUnpredictable chronic mild stress (CUS)Ultrasonic vocalizations USVsSprague dawley rats Anhedonia StressWorking memory Spatial navigation Cognitive declineExposure to unpredictable chronic mild stress (CUS)is a commonly used protocol in rats that is reported to evoke antidepressant-reversible behaviors such as loss of preference for a sweetened water solution which is taken as an analog of the anhedonia seen in major depression.However,the induction of anhedonic-like behavior by chronic mild stress,gauged by an animal's preference for sucrose solution,is not fully reproducible and consistent across laboratories.In this study,we compared a widely used behavioral marker of anhedonia —the sucrose pref-erence test,with another phenotypic marker of emotional valence,social interaction-associated ultrasonic vocal-izations as well as a marker of an anxiety-like phenotype,novelty-suppressed feeding,and cognitive performance in the eight arm radial maze task in adult male Sprague –Dawley rats.Chronic four-week exposure to unpredictable mild stressors resulted in 1)attenuation of social interaction-associated ultrasonic vocalizations 2)attenuation of spatial memory performance on the radial arm maze 3)attenuation of body weight gain and 4)increased latency to feed in a novelty-suppressed feeding task.However,chronic exposure to CUS did not re-sult in any signi ficant change in sucrose preference at one-week and three-week intervals.Our results argue for the utility of ultrasonic vocalizations in a social interaction context as a comparable alternative or adjunct to the sucrose preference test in determining the ef ficacy of CUS to generate an anhedonic-like phenotypic state.©2015Elsevier Inc.All rights reserved.1.IntroductionIt has been well established that chronic emotional stress plays a pivotal role in the genesis of many psychiatric disorders with induction of both short-lasting and long-lasting alterations in behavior and phys-iological functions [1,2].Such emotional stressors are one of the main sources of stress in human life,especially for those low in the social hierarchy,and play a major role in the pathogenesis of anxiety anddepressive disorders [3,4].In social settings,stress can occur throughout the lifespan,and can range from childhood neglect to peer abuse such as school bullying in adolescence or workplace harassment in adult-hood [5,6].Furthermore,chronic stress may be associated with fear-ful (and life-threatening)events of traumatic nature such as violence,war,injury or assault [7].There are very few animal models of human major depressive disorder (MDD)that can adequately provide the face,construct and predictive validity for bench research to be translated into bedside d Chronic Unpredictable Stress (CUS)is one such para-digm that has been used to model the human symptom of anhedonia (de fined as loss of interest in daily activities that were previouslyPhysiology &Behavior 152(2015)128–134⁎Corresponding author.E-mail address:ipaul@ (I.A.Paul).1These authors contributed equally to thiswork./10.1016/j.physbeh.2015.09.0050031-9384/©2015Elsevier Inc.All rightsreserved.Contents lists available at ScienceDirectPhysiology &Behaviorj o u r na l ho m e p a g e :w w w.e l s e v i e r.c o m /l o c a t e /p h benjoyable)[8].While a sufficient volume of literature supports the effi-cacy of CUS in altering observable behaviors,sucrose testing is by far the most cited measure of‘anhedonia’[9].The use of sucrose testing(of either consumption or preference)generalizes palatable taste reactivity as an index of hedonic state in laboratory rodents.However,reduction in preference for a sweetened water solution has been widely criticized as being unreliable due to variable responsiveness of rodents to CUS [10]and having possible relationships to body weight and nutritional status as well as caloric intake which may confound the results[11].In fact,these observed effects may be limited to the gustatory circuitry and metabolic demand.A large body of evidence has accumulated over the last two decades that highlights the difficulties associated with sucrose testing as a con-sistent measure of hedonic drive[12].For example,chronic stress has no effect on sucrose consumption under a progressive ratio schedule as would be expected if hedonic drive were reduced[13].Similarly, sucrose consumption was more dependent on food deprivation and weight changes seen with chronic stress paradigm,and independent of other elements of stress protocol[14].While CUS reproduces charac-teristic behavioral responses,there is a need to validate objective alter-natives to sucrose testing as a measure of a rodent's affective state.The goal of the present study was to compare the effects of CUS on sucrose preference to other behavioral markers relevant to major depressive disorder in order to increase the reproducibility of the paradigm.Therefore,in Experiment A,we examined multiple measures to seek more reliable behavioral markers for the effects of CUS,starting with the sucrose preference test.Based on previously published studies,it was expected that the stressed rats would show a reduced preference for the sucrose solution[15].However,given that sucrose preference has also been shown to paradoxically increase or remain unchanged with exposure to chronic stress,we also tested other behavioral markers of chronic stress in addition to sucrose preference test[16].These markers included tests of body weight gain,separation/anticipatory ultrasonic vocalization and novelty-suppressed feeding.A total of20rats were used for this experiment(10per treatment group).Experiment A was followed by Experiment B with an additional test of a behavioral marker relevant to MDD,namely,spatial working memory in an8-arm radial maze[17].Spatial memory is a type of hippocampal-dependent learning and memory,and evidence suggests frequent impairment of hippocampal-dependent learning and memory in MDD[18].A total of30rats were used for this experiment(14control and16CUS).In total,50rats were used in Experiments A and B.2.Materials and methods2.1.Materials and methods—experiment AThe goal of thefirst experiment was to identify reliable behavioral markers for the effects of mild chronic unpredictable stress(CUS).The markers included assessment of gain in body weight,sucrose prefer-ence,novelty-suppressed feeding,and anticipatory ultrasonic vocaliza-tion after brief separation from cage-mate.2.1.1.Animals and housingFor both Experiments A and B,adult male Sprague–Dawley rats (Charles River,Wilmington,Mass.,USA)weighing200–250g at the start of experiment were housed two per cage(25×48×20cm)in a temperature and humidity-controlled colony room(~21°C,40–50%) at the University of Mississippi Medical Center Laboratory Animal Facility.The rats were maintained on a reverse12:12light/dark cycle, with lights off at0700h.All behavioral testing took place during the dark phase of the cycle.Food and water were available ad libitum, except during testing.Before the beginning of experiments,all animals were handled for approximately15min,daily for3days.All proce-dures were approved by the University of Mississippi Medical Center Institutional Animal Care and Use Committee and conformed to the guidelines of the National Institutes of Health.2.1.2.Sucrose preferencePrior to beginning of testing,rats were habituated to the presence of the two drinking bottles for5days(4h each day)in their home cages. One of the bottles contained sucrose in increasing concentrations each day(0.1,0.3,1.0,3.0,10%).This allowed us to determine that a3% sucrose solution consistently(S.E.M.b10%of mean)elicited a3-fold preference over tap water while the1%solution did not reliably main-tain a strong preference and the10%solution elicited a larger,but much more variable preference(S.E.M.~20%of the mean).Therefore, for all subsequent studies,we compared the preference for a3%sucrose solution to tap water.Following this acclimation,rats had the free choice of either drinking the3%sucrose solution or tap water for a period of 3consecutive days(4h each day).Sucrose preference was calculated as a percentage of the volume of sucrose intake over the total volume offluid intake[11]and analyzed over the testing period of3days via two-factor ANOVA followed by planned comparisons using uncor-rected univariate F-tests for between-cell comparisons.There was a significant difference in sucrose preference between the three days[F(2,38)=4.316,p b0.05].Post hoc comparisons using the Tukey HSD test indicated that the mean(M)%preference score for the Day-1sucrose preference(M=80.63,SD=11.59)was significantly different from the Day-2sucrose preference(Mean=71.99,SD= 7.84).However,the Day-3sucrose preference(Mean=76.74,SD= 11.64)did not significantly differ from either Day-1or Day-2sucrose preference.Since the sucrose preference differed significantly between thefirst and second day only,a two-day protocol of sucrose preference testing was employed during the CUS treatment.2.1.d chronic unpredictable stress(CUS)Rats were assigned to one of two groups(n=10each per group) and were either exposed to mild chronic unpredictable stress(CUS)or handled to serve as no stress controls.Rats in each group were matched as closely as possible for body weight,baseline sucrose preference and totalfluid intake.Rats assigned to the CUS group were exposed to the CUS protocol shown in Table1.This10-day protocol was systematically repeated to maintain the element of unpredictability throughout the experiment and for a total of35days(5weeks of CUS treatment). During this period,control animals were regularly handled,weighed and housed separately without any exposure to the CUS paradigm.Body weight was measured before CUS(Day0),2days after the be-ginning of CUS(Day2)and every4days thereafter.Sucrose preference testing was conducted after1and3weeks exposure to Vs wereTable1CUS treatment paradigm—2stressors/day repeated daily:This10-day protocol was systematically repeated to maintain the element of unpredictability throughout the exper-iment and for a total of35days(5weeks of CUS treatment)for Experiment-A,and28days (4weeks of CUS treatment)for Experiment-B.During both experiments,control animals were regularly handled,weighed and housed separately without any exposure to the CUS paradigm.Day Stressor1Stressor2Day150min cold room60min cage rotationDay24h wet bedding12h lights on during dark cycleDay360min restraint stress3h lights off during light cycleDay450min cage rotation15h food and water deprivation duringthe dark cycleDay515min cold room isolation17h isolation housing during light cyclein clean cageDay64h wet bedding3h lights on during dark cycleDay730min cage rotation1h lights on during dark cycleDay85min swimming exposureduring dark cycle60min restraint stressDay94h wet bedding12h food deprivation during dark cycle Day1045min cold room isolation6h lights on during dark cycle129M.S.Riaz et al./Physiology&Behavior152(2015)128–134tested1to5days after the conclusion of CUS and novelty-suppressed feeding24h after the last USV recording.2.1.4.Sucrose preference testingSucrose preference testing was carried out in a quiet dimly lit testing area.The animals were transported from the colony,separated into two clean cages and allowed to acclimate for2h during week-1and week-3 of CUS treatment.After two hours acclimation,rats were presented with a choice of2bottles during the2consecutive test days(4h each day)in both week-1and week-3.One bottle contained tap water,and the sec-ond contained a3%sucrose solution.Water and sucrose solution intake was measured daily,and the position of the two bottles was randomly switched to reduce any confound produced by a side bias.Sucrose pref-erence was calculated as outlined above and analyzed over the testing period of2days via single factor(CUS exposure),repeated measures ANOVA followed by planned comparisons using uncorrected univariate F-tests for between-cell comparisons.2.1.5.Body weight analysisDuring the course of CUS treatment(35days),animals from both the control group and CUS-treated group were weighed every third day(at09:00h)to monitor their overall health.The difference in weight gain between the two groups was analyzed by single factor(CUS expo-sure)repeated measures ANOVA,and followed by planned comparisons using uncorrected univariate F-tests for between-cell comparisons.2.1.6.Anticipatory USV response testV recording apparatus.The USV recording apparatus consisted of four Plexiglas experimental chambers constructed of2.5cm thick black Plexiglas.After preliminary studies identified a sound echo,a layer of sound absorbing foam approximately5mm thick was applied to the chamber walls which reduced echo to low levels that permitted manual evaluation of the sonogram.Each chamber was equipped with a ventilation fan which also emitted b20dB white noise with no detect-able ultrasonic noise.In addition,each chamber was equipped with a6Wfluorescent light which was masked to produce red light.High-sensitivity ultrasonic microphones(Sonotrack,Metris B.V.,KA Hoofd-dorp,Netherlands)with a frequency response range of15to125kHz were securely placed via small sealed holes in the top panels of each chamber.The main Sonotrack unit was connected to a Dell Computer workstation running the Sonotrack software in a Microsoft Windows environment.The entire apparatus was placed in a dedicated sound-attenuated room.Ultrasonic vocalizations were measured using Sonotrack ultrasonic microphones,bandpassfiltered and digitized by Sonotrack A/D conversion card and stored as.dat-files(internal Sonotrack format for sound data storage)and.wav-files(external stor-age format for media player usage)for later analysis.Sound analysis was performed using Metris Sonotrack software(Sonotrack,Metris B.V.,KA Hoofddorp,Netherlands).Although Sonotrack is equipped for automatic detection of USVs,we found that significant numbers of USVs were missed in a background noise of undetermined origin and therefore decided to complete all analyses manually.Soundfiles were converted to spectrograms for manual visual counts of calls.A sound was considered to be a50kHz USV if it fell between35and70kHz with duration of30–80ms.Calls were considered in the22kHz category if they fell between18and32kHz with duration of300–3000ms.All soundfiles were manually scored by trained experimenters without knowledge of test group assignment.2.1.6.2.Anticipatory USV response testing.Anticipatory Ultrasonic Vocali-zation(USV)response testing was carried out for4days following the 28-day CUS exposure paradigm,and involved both the control and the stressed animal groups.On the day prior to test onset,CUS-treated and control animals were placed individually in the test chamber for30min to habituate them to the testing situation.On test days,experimental subjects(CUS-treated or control)and cage-mate partners were individually isolated in holding cages for4h prior to testing to assess social USVs.On each of the4test days,cage-mates were taken from their holding cages and each animal was placed alone into one of the recording chambers for a5-min period.One control pair and one CUS-treated pair were tested at a time and the assignment of testing chambers was randomized.After5min of recording individual animals alone,the cage-mate partners were reunited in one of their test cham-bers,and the dyad was allowed to interact Vs were record-ed during the anticipatory(5min)period on test days1,2,3,and5and the(5min)social interaction period on test days1and5for this exper-iment and the digitized recordings were saved for later analysis.Day4 of testing is omitted due to construction near the testing area which pre-cluded recording.Unless otherwise stated,all animals were returned to their home-cage immediately after testing on each of the4test days. After examining automatic counting in low,middle and high frequency bands,it became clear that rats were emitting a significant number of calls of low intensity that were not picked up from the background noise and therefore were not automatically counted.We therefore decided to manually count all soundfiles.Initially,individual calls were counted above and below45kHz to represent high frequency (~55kHz)and low frequency(~22kHz)vocalizations.However,close examination of the resulted data set indicated that few if any vocaliza-tions were emitted below40kHz and all were of short duration (b100msec)indicating that they did not have the characteristics of the low frequency vocalizations often attributed to distress.Therefore all vocalizations were counted as high frequency vocalizations.After all soundfiles had been manually scored as described above,a single factor ANOVA was used for statistical analysis followed by planned comparisons using uncorrected univariate F-tests for between cell comparisons.The number of daily vocalizations,particularly among the control groups were fairly variable and so were transformed as log (raw value+1).Aggregate call data over all four days was analyzed with a single factor(CUS)repeated measures ANOVA(trials)followed by comparison between the two groups using a two-tailed Fisher's Exact test.2.1.7.Novelty suppressed feedingThe Novelty Suppressed Feeding(NSF)test was carried out at the end of last andfinal week5of this experiment,following the4days of anticipatory USV response testing.Prior to the NSF test,the rats were food deprived overnight(~16h).On the day of testing,4h after lights off,the animals were presented with a single food pellet(chow)placed in the middle of a novel environment,which was a circular enclosure of 100cm diameter with clean bedding.Each of the rats was placed near the enclosure wall and allowed to explore freely for10min,and the latency to start feeding(during the10min assay)was recorded.The enclosure was thoroughly wiped down between subjects with a10% ethanol/water solution to eliminate scents and olfactory traces.The difference in latency to feed between the two groups was analyzed via Student's t-test,with statistical significance set atαof0.05.2.2.Materials and methods—experiment BThe goal of the second experiment was to establish the effects of CUS on hippocampal-dependent spatial memory performance.2.2.1.Spatial(hippocampal-dependent)memory performance on radial arm maze2.2.1.1.Radial arm maze apparatus.The Plexiglas radial maze was elevat-ed30cm off the ground,and consisted of8arms each measuring 10×80cm with blackflooring and clear walls.Arms were connected by a round central platform35cm in diameter.Each arm contained a de-pressed circular food cup at its terminal end,which was baited during testing with one45mg bacon-flavored sugar pellet(Purina TestDiet130M.S.Riaz et al./Physiology&Behavior152(2015)128–134#1,813,244,Richmond,IN).The principle behind testing on a radial arm maze apparatus is that an animal quickly learns that there is only one pellet in each arm and thus avoids the already visited and de-baited arm.The animal keeps on exploring all the unexplored arms until all of the arms have been visited.The animal uses spatial cues that surround the maze to remember which arms it has entered,and hence radial arm maze testing is used to test for intact spatial memory.2.2.1.2.Spatial working memory training.Prior to CUS treatment,animals were trained on the radial arm maze task for3weeks with one daily trial during the dark cycle.At the beginning of each trial,the rat was placed in the central platform and was allowed to freely move on the maze until either all eight arms were entered at least once,or until300s had passed;whichever camefirst.An arm entry was recorded when all four of the animal's legs had crossed the demarcated threshold of the arm.Performance was scored for the number of correct(unvisited)arm entries in thefirst eight arm visits.Success rate for both training and testing trials was calculated as the percentage of correct entries infirst eight visits(Previously unvisited arms entered/first eight arm visits ×100).All the animals achieved the acquisition criteria of80%success rate by the18th trial(1trial/day)as shown in Fig.6A.2.2.1.3.CUS treatment and spatial working memory testing.Following the training period,animals were assigned to either CUS-treatment (n=16)or no stress control(n=14)groups.Rats in each group were matched as closely as possible for body weight.Animals from both CUS-treated and control groups were tested for spatial working memory performance on the radial arm maze,once every week during the4weeks of CUS treatment.The spatial memory performance over of the course of testing period was analyzed via single factor(CUS)ANOVA with repeated measures(trials),followed by planned comparisons using uncorrected univariate F-tests for between cell comparisons.2.3.Statistical analysisAll data were analyzed as described in2.1.2.,2.1.4.–2.1.7,and2.2.1.3. using IBM SPSS version22.Significance for all tests was defined asαor p value b0.05.3.Results3.1.Experiment A3.1.1.Body weightThe control animals showed significant weight gain,compared to baseline(Day0)from day15to33,whereas no such weight gain was observed in CUS-exposed animals[F(9162)=12.95,p b0.05,Fig.1].Between-group analyses showed that CUS-exposed animals weighed significantly less compared to control animals through Day-26till Day-33(Week-5)of CUS treatment.In addition,weight of CUS animals at Day-33was similar to before CUS,suggesting that they did not gain weight.In contrast,the control animals showed a significant gain in weight at Day-33compared to before CUS[t(19)=2.09,p b0.05,Fig.1].3.1.2.Sucrose preference testCUS-treated rats did not significantly differ from control group in sucrose preference at the end of week-1of CUS treatment,or week-3 of CUS treatment[F(1,38)=0.02,n.s.,Fig.2A-B].3.1.3.Novelty suppressed feeding testCUS-treated rats showed a significant increase in latency to feed dur-ing the testing period compared to the control group[10min;CUS vs. control,[t(19)=2.09,p b0.05,Fig.3].3.1.4.Anticipatory ultrasonic vocalizationsCUS-treated rats produced fewer total anticipatory USVs than con-trol rats through all4days of testing,with a trend nearing significance for between-subjects group effect[F(1,18)=4.115,p=0.058,Fig.4A]. Pair-wise comparisons between the two groups across all4testing days showed a significant reduction in total anticipatory USVs in CUS-treated rats vs.control rats on Day-1of testing[F(1,18)=7.507, p b0.05,Fig.4A],and a trend towards reduction in total anticipatory USVs on Day-3of testing,however the observed difference between the2groups did not achieve statistical significance[F(1,18)=3.595, p=0.08,Fig.4A].During the4testing days,anticipatory USVs were positively recorded for28out of40testing sessions for control animals, while CUS-treated animals emitted detectable anticipatory USVs in only 15out of40testing sessions[Fig.4B].Comparing the2groups for only the testing sessions with detectable emitted USVs using a two-tailed Fischer's Exact test revealed a significant difference in USVproductionFig.1.Weight change:Posthoc analysis showed that control animals gained significantweight,compared to CUS-treated group during the CUS-treatment period(Day-10toDay-33),[F(9,162)=12.95,p b0.05].*p b0.05vs.control.Control animals also showed asignificant weight gain on Day-33compared to pre-CUS Day-0[t(19)=2.09,p b0.05,§].Fig.2.A)Week-1of CUS:CUS-treated rats did not differ from control group in sucrosepreference at the end of week-1of CUS treatment[F(1,38)=0.02,n.s.]B)Week-3ofCUS:CUS-treated rats did not differ from control group in sucrose preference at the endof week-3of CUS treatment either.131M.S.Riaz et al./Physiology&Behavior152(2015)128–134between the two groups p b 0.05,Fig.4B.There were no Main or Inter-action effects on average call duration and even though CUS animals emitted consistently shorter USVs than controls,this did not achieve statistical signi ficance [F (1,18)=3.474,p =0.08].When cage mates were reunited for 5min on the first or fifth testing day,CUS pairs consis-tently emitted less than half the number of calls of unstressed controls [One tailed t (8)=2.128,p =0.033]Fig.5.3.2.Experiment B3.2.1.Effect of CUS on memory retrievalCUS-treated rats showed progressively more errors every week in radial arm maze testing during the 4weeks of CUS treatment compared to the pretreatment baseline.In contrast,the performance of the control animals was unchanged over those four trials when compared to base-line.Although the error rate of CUS-treated rats and control rats did not differ at baseline,by the second week of CUS treatment,there was a signi ficant increase in errors in CUS-treated rats compared to controlrats that persisted throughout the rest of testing.Single factor (Treat-ment group)repeated measures (trials)ANOVA revealed a signi ficant main effect of trials [F (4112)=9.789,p b 0.001]and of group [F (1,28)=9.570,p b 0.001]as well as a treatment group by trials interaction [F (4112)=9.732,p b 0.001,Fig.5B].4.DiscussionThis study used the stress exposure paradigm of CUS,and compared multiple behavioral measures for their predictive ef ficacy as markers of chronic stress.The CUS-treated animals showed attenuation of social interaction associated USVs,attenuated weight gain,suppressed feed-ing when exposed to novelty,and attenuation of spatial memory.The stress-induced reduction in weight gain is in accordance with previous-ly published studies,which show a similar effect [19,20].One possible explanation for this decrease in weight gain could be the use of food deprivation as one of the unpredictable mild stressors.However,not only was food deprivation stress an infrequent event during CUS,evidence suggests that decreased hedonic responsiveness following CUS is not secondary to loss of body weight [21].In the first experiment of this study,there was no reduction in sucrose preference between CUS-treated and control animals.Further-more,the duration of stress exposure did not change sucrose preference as CUS-treated animals showed no change in preference at end either the first week or third week of treatment.Our observation supports pre-vious studies that have reported dif ficulty in eliciting a decreased sucrose preference using multiple variants of chronic stress procedures [11,14,22–24].These inconsistencies have been recorded in chronic stress models of both mice and rats,and such equivocal and even con-tradictory findings weaken the reliability of sucrose preference testing as a behavioral marker of hedonic state [1,25–27].Interestingly,how-ever,recent studies by Wiborg and coworkers [10]suggest that these inconsistencies may result from a differential population change in sucrose preference during CUS exposure with some animals displaying profound reductions,while other display either no or very little re-sponse to stress.If this is replicable,it would lend population validity [28,29]to CUS as a model of depression since not all individuals subject-ed to stress develop major depressive disorders.Sucrose preference testing was used for this study,since previous studies have shown that sucrose consumption is a weak and inconsis-tent index of reward responsiveness in chronic stress paradigm [11].In fact,previous studies show that any observed effect of reduced sucrose consumption in CUS-exposed animals is lost,when corrected for stress-induced weight changes [14].Thus,the sucrosepreferenceFig.3.Novelty suppressed feeding (NSF)test:CUS-treated rats showed a signi ficantly increased latency to feed during the testing period [10min;CUS vs.control (CTRL),t (19)=2.09,p b 0.05,*].Fig.4.A)50-kHz USVs:CUS-treated rats produced signi ficantly fewer anticipatory 50kHz USVs (Band-3;44.5–100kHz)through all 4days of testing [F (1,8)=7.20,p b 0.05,*].B)Total USVs:CUS-treated rats emitted signi ficantly fewer total USVs,with all bands combined [F (1,8)=7.20,p b 0.05,*].Fig.5.50-kHz USVs of reunited cage mates.CUS-exposed rats produced signi ficantly fewer 50kHz USVs than controls (CTRL)(Band 3:44.5–100kHz)when reunited with cage mates on days 1and 5of testing [One tailed t (8)=2.128,p =0.033].132M.S.Riaz et al./Physiology &Behavior 152(2015)128–134。

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