Reflections on the Construction of the Key Elements of Vocational Education and Training System

Campus education and social training are the two most important functions of vocational colleges.Attaching importance to campus education while neglecting social training is a long-standing problem in vocational colleges.Vigorously developing higher vocational education is an inevitable requirement for the high-quality development of education in China and the ardent expectation of the public.Only through the construction a scientific and efficient education and training system and the deep integration of campus education with social training can the design of complementary resources and the improvement of talent training quality take place.The vocational education and training system contains many elements.This study takes teaching resources,teaching staff,and management mechanism as the main research subject and carries out related research work.Firstly,this paper expounds the policy documents of the Chinese government and emphasizes the importance of vocational education.Secondly,the relevant research results of scholars are reviewed.Thirdly,this paper proposes several specific suggestions for the construction of key elements of the vocational education and training system.Then,the main conclusions and prospects are summarized.

A Comparison of the Effectiveness of Social Skills Training and Anger Management on Adjustment of Unsupervised Girl Adolescents

This study aimed at a comparison of the effectiveness of social skills training and anger management on adjustment of unsupervised girl adolescents between 15 - 18 years old in Tehran. This research was an experimental one with plan of pre-test and post-test control groups. The statistical universe of this research was consisted of all unsupervised girl adolescents between 15 - 18 years old in Tehran. The subject was 35 unsupervised girl adolescents who are assigned to two groups: experimental and control group. Data were collected by using the Adjustment Inventory for School Students (AISS). Multivariate analysis of covariance showed that the social skills training and anger management significantly increased social, emotional and educational adjustment on the experimental group (P < 0. 05). But Tukey’s follow-up test showed that there wasn’t significant difference between effectiveness of training anger control on compatibility and effectiveness of training social skills on individuals’ total compatibility. Findings showed that both trainings could be used in the same extent in order to enhance compatibility level.

Research on the Development of Community Sports and the Training of Sports Professionals

The development of community sports has pointed out an important direction for the cultivation of social sports professionals.Analyzing and discussing the cultivation of social sports professionals from a market perspective has been a hot topic of controversy among many domestic experts and scholars in recent years.The author talks about some of my own understanding and views on the cultivation of social sports professionals driven by the development of community sports.

Common outcome,different pathways:Social informationprocessing deficits in autism spectrum disorder and attentiondeficit/hyperactivity disorder

Social functioning is a key domain of impairment in both autism spectrum disorder(ASD)and attention-deficit/hyperactivity disorder(ADHD).This review adopts the social information-processing model as the theoretical framework to compare and contrast the deficits of ASD and ADHD at each of the six steps of social information-processing.Both disorders show deficits at each step,but the nature and origins of the deficits are different.Thus,while both disorders exhibit a common outcome of social impairment,the exact pathways that each disorder traverses along the six steps of social information-processing are different.For ASD,there is a social knowledge/behaviour deficit arising from difficulties in social/emotional cue detection,encoding,and interpretation,leading to problems in joining and initiating social interaction.For ADHD,there is a performance deficit incurred by disruption arising from the ADHD symptoms of inattention and hyperactivity/impulsivity,while its acquisition capacity on social knowledge is relatively intact.The inattentive,intrusive,and impulsive behaviours of ADHD unsettle social interaction.Finally,this review proposes training targets for intervention along the six steps of the social information-processing model for ASD and ADHD,as well as areas for future research in further elucidating the social impairment of the two disorders.

Behavioural and Neurophysiological Effects of a Stroke Rehabilitation Program on Emotional Processing in Tuberothalamic Infarct—Case Study

The aim of the study was to assess the neurophysiological and behavioural effects of a stroke rehabilitation involving Treatment As Usual (TAU) combined with Social Cognitive Training (SCT) in a right-handed patient suffered from tuberothalamic infarct compared to healthy controls (HCs) (n = 13). Methods: Both HCs and the patient were assessed by means of the following measures: Penn Emotion Perception Battery (ER40, EmoDiff40, PEAT40, PFMT), Reading the Mind in the Eyes Test, and Toronto Alexithymia Scale alongside clinical scales (Mini Mental State Examination, The State-Trait Anxiety Inventory, and Hamilton Depression Scale). The SCT was delivered individually for 60 minutes weekly in a 12-week program (12 sessions). The subject participated twice in a fMRI scanning session including the event-related task of implicit processing of 100% fearful expressions to detect physiological changes after TAU plus SCT and compared them with HCS who underwent the same assessment once. Results: Compared with HCs, the patient before therapy revealed lower scores in emotion recognition;particularly perception of anger was affected alongside worse performance on both emotion discrimination and acuity tests. After therapy, B.D. showed improvement in emotional processing. B.D. had less post-therapy activation maps compared with pretherapy ones and more significantly activated pre-and post-central gyrus and right cerebellum in response to fearful faces. Interestingly, no amygdala was significantly activated as the response to fearful stimuli before or after therapy was completed. Conclusions: Further research was needed to increase understanding about efficacy of SCT and the theory of neuroplasticity, thus helping rehabilitation programs.