信任与稳定--销售渠道的制胜根基

在销售渠道的网络结构中,制造商和代理商之间的信任尤为重要。信任是稳定销售渠道的前提。公司加强与代理商之间的信任关系,重在信守承诺,向代理商表示信任,共同承担经营风险,实行人员交流,加强信息协调。还应当加强销售渠道的冲突管理,即加强销售渠道设计,优化销售渠道管理,加强渠道成员间的信息沟通,积极开展对中间商的服务。     

第二语言习得成功的关键因素--学习动机的激发与培养

学习动机是影响第二语言习得的诸多因素中最具能动性的,学习动机的激发与培养是直接导致第二语言习得成败的关键所在.学习动机是仅次于语言学习技能的最强有力的学习效果预测因素.与学习动机相关的主要因素有学习成就、动机的强度、社会文化因素以及学习者探索外部世界、渴望学习知识、提高自我能力、通过各种考试的几种不同需要.教师可以从树立学习理想,端正学习态度,明确学习目标,确定学习内容;强化激励机制,营造学习氛围;丰富教学方法,精选"教材"教具;平等善待学生,鼓励参与活动;重视文化输入,培养学习兴趣等六个方面进行激发和培养学生第二语言的学习动机.     

Psychologists as ‘the quiet ones with the power’: understanding indeterminate sentenced prisoners’ experiences of psychological risk assessment in the United Kingdom

ABSTRACT

Prisoners serving indeterminate sentences in the United Kingdom do not know when or if they will be released from prison. Release and progression decisions are determined by the risk the ISP presents of reoffending. This makes the assessment of risk a high stakes business for ISPs. Whilst there is a large body of literature focused on prisoners’ general experiences of prison, there is an absence of specific empirical exploration of prisoners’ experiences of risk assessment. This paper aims to address this gap by reporting the results of a qualitative exploration of ISPs’ experiences of psychological risk assessment. Interviews with 10 ISPs were conducted and analysed using Grounded Theory methods. Analysis indicated that prisoners experienced the prison environment as characterised by violence, volatility and suffering. Psychological risk assessment is embedded within this emotionally and physically challenging context but also contributes to the experience of suffering. Within this context, prisoners felt stuck, powerless and out of control in relation to risk assessment, and experienced psychologists as untrustworthy yet powerful. Understanding prisoners’ experiences is the first step in resolving some of the long-reported difficulties in working relationships between psychologists and prisoners as well as making the process more procedurally just.     

A Rationale and Method for Examining Reasons for Linkages Among Adolescent Risk Behaviors

A large volume of research has investigated interrelations among adolescent risk behaviors. Although several theoretical accounts have been proposed, researchers have not directly examined hypotheses for why risk behaviors are linked. In the present paper, a distinction is drawn between predictive factors that explain variance in risk behaviors and “linkage factors” which may provide an explanation for why risk behaviors are interrelated. The relevance of linkage factors to risk behavior research, theory, and practice is described. Further, a simple to use and easy to interpret analytic technique for exploring linkage-related issues is illustrated. Using this technique, hypotheses regarding the role of predictors in explaining linkages among risk behaviors can be tested directly. The proposed line of inquiry will provide valuable input for intervention efforts and theoretically relevant information concerning linkages among adolescent risk behaviors. Research Associate at the Brock Research Institute for Youth Studies at Brock University, Ontario, Canada. He received his M.A. in Clinical Psychology from the University of North Dakota. His major research interests are adolescent risk behavior involvement and youth activity involvement as a context for positive development. Professor in the Department of Child and Youth Studies at Brock University, Ontario, Canada. She received her Ph.D. in Developmental Psychology from the University of Waterloo. Her major research interests include adolescent risk taking and resilience, including academic underachievement and media/technology influences on lifestyle choices and learning. Assistant Professor in the Department of Child and Youth Studies at Brock University, Ontario, Canada. She received her Ph.D. in Developmental Psychology from Brock University. Her major research interests are adolescent risk-behavior involvement, particularly related to gambling, and risk and resilience.