A Feminist Commentary on Robert L. Arnstein's Article:

No abstract available for this article.     

试论人际关系与人际传播

本文论述了人际关系对人际传播内容和方向的决定性影响、由于这种关系而带来的人际传播中“装相”与“本相”的冲突。作者认为:人总是生活在具体的文化氛围中的,因而人际传播中会有一种无形的“文化契约”,决定着人际关系,并影响传播的内容、情感的表露,尽管传播双方或多方并没有实际签订什么契约,规则却是潜在的。     

企业-供应商关系对企业合作绩效影响的理论研究

在梳理相关研究文献的基础上,阐述了企业-供应商关系以及合作绩效的基本概念,归纳出主要影响因素。然后提出了相关的概念模型和假设,从理论上分析了企业-供应商关系对企业合作绩效的影响,并研究了不同的企业生命周期及不同行业二者的关系,还对下一步的实证研究提出了思路。     

Learning about sex and relationships among migrant and refugee young people in Sydney,Australia: ‘I never got the talk about the birds and the bees’

In a multicultural nation such as Australia, it is important for young people from migrant and refugee backgrounds to have access to quality relationships and sexuality education, as they are known to be less well engaged with mainstream services. A study was undertaken to explore the complexities and opportunities for engaging this group with sexual and reproductive health information and care in Sydney, Australia. Interviews were undertaken with 27 migrant and refugee young people (aged 16–24 years), and 34 expert informants. Relationships and sexuality education was a dominant theme throughout both data sets. Nearly all young people reported that they were unable to discuss sexuality or sexual health with their parents, and most identified secondary school as the place where they first learned about these issues. Other sources of information were identified as the Internet, friends, health professionals and pornography. Participants appeared to have limited awareness of the different services available to them. Schools, as well as other education settings such as universities, private colleges and intensive English centres, are well placed to deliver relationships and sexuality education, and for migrant and refugee young people these may be valuable settings in which to access information rarely discussed in family or community environments.     

A systematic review of siblings and physical activity experiences

Siblings are important developmental agents, yet understanding of their influence in physical activity settings is limited. Prior to developing sibling-focused research questions, a comprehensive summary of the diverse literature regarding siblings in the physical domain is needed. A systematic review of siblings in physical activity contexts was conducted to gauge current knowledge on this topic and provide a guide for future empirical endeavors. A comprehensive literature search of CINAHL, The Cochrane Library, PsychINFO, PubMed, SPORTDiscus, and Web of Science yielded 68 studies spanning 46 years (1970–2016). The results showed siblings to be actively and passively associated with physical activity levels and to be sources of both positive and negative experiences in sport. The sex composition of sibling dyads appears to moderate outcomes. Overall, the findings provide an outline of sibling-based subject areas, identify topics needing further attention, and showcase methods with potential to advance the study of sibling relationships in the physical domain.     

图书馆学研究不应脱离实际

文章依据马克思主义认识论的观点指出，无论基础理论研究还是应用理论研究。都不应超脱于实践：当前图书馆学研究中既存在“重实际轻理论”的倾向，又存在理论脱离实践的倾向，但后者是主要倾向。     

高等教育评估需要厘清的十大关系

教育部实施了5年一轮的本科教学评估,取得了显著的成效与经验。尽管如此,社会舆论对高等教育评估工作依然褒贬不一,甚至出现了批评较多的现象。高等教育评估究竟有什么问题？从评估假设、目的、主体、客体与方法5个方面的质与量、善与恶、教与学、异与同、硬与软、虚与实、政与社、内与外、学与术、中与西这十大关系入手,对我国高等教育评估进行深层次的理性解析。     

Underlearning and Overlearning

Instructors often struggle to find the right balance of sternness and leniency with their students, especially in the beginning stages of their careers. An instructor who is too casual risks being overrun by students who do not take him or her seriously. The professor who is too strict might inadvertently thwart students’ creativity and stifle their potential success. The following commentary reflects my own journey to a balanced rapport with students in a university classroom setting. Over several years, my interactions with students have gone from overly formal to embarrassingly casual before finally settling somewhere in between. My experiences serve to help both novice as well as experienced educators hone their rapport with students to create an enriching classroom environment. Various studies have shown gains in student learning due to quality instructor/student relationships and the present commentary aims to aid instructors in finding a balanced and meaningful rapport with their students. In my endeavors, I have found a balance by showing students I can be an effective teacher while also showing them that I am human with a life outside of the classroom, just as they are.     

高校马克思主义大众化应当处理好的五个关系

高等学校是马克思主义大众化的重要平台和主渠道之一。高校马克思主义大众化必须处理好五对关系：＂创造理论、发展理论＂和＂坚持理论、传播理论＂的关系,＂学术性与大众化＂的关系,＂目的和效果＂的关系,＂老师和学生＂的关系,＂教学资源和行政性资源＂的关系,方能取得良好效果。     

Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color

We explored how new Teachers of Color grappled with equity and excellence as they were constructing science teacher identities while learning to teach in a teacher education program committed to equity, justice, and excellence, and eventually teaching in urban schools where inequities and injustices persist. The theoretical framing, compiled from various bodies of literature, weaved together what we consider as essential parts of teacher identity construction and provided a lens with which to examine how conceptions of equity and excellence that the study participants were constructing meshed with their multiple identities, considerations on legitimate knowledge production, and dialectical relationships with which they grappled. Using transcendental phenomenology, we learned from and with three Black and Latinx teachers and their narratives. The teachers intertwined similarly and differently their evolving conceptions of equity and excellence into their evolving science teacher identities as they engaged in forms of contentious local practice and reflected on their experiences as science Teachers of Color teaching predominately Students of Color. Their multiple identities were meshed with histories of larger institutions—science, schooling, and society—and together these were shaping their conceptions of equity and excellence. The intermingling of equity and excellence, which was guiding the curricular and instructional decisions they were making in their classrooms, was also linked to what they considered as legitimate knowledge production in science classes and what counted as knowledge that their students needed to know at different times. The various dilemmas defined by opposing poles with which they were grappling also functioned as scales on which their coordinated equity-excellence unit of meaning was forming. Based on the study, we offer insights into practices that science teacher educators may consider as they prepare new teachers, and work with practicing teachers, to embrace and coordinate equity and excellence in their ever-developing science teacher identities.