21世纪海上丝绸之路沿线港口及港城关系变化分析

港口及港口城市作为21世纪海上丝绸之路的重要节点，在推动沿线国家发展中起着关键作用。基于Google Earth和Landsat遥感数据及集装箱吞吐量统计数据，采用GIS空间统计分析方法，分析21世纪海上丝绸之路沿线38个重要港口（不包括中国港口）面积的时空变化特征，并对相对集中指数（RCI）进行改进（引入城市建设用地面积作为城市发展的表征参量），评估沿线港口及港口城市的港城关系状况。研究发现：1）21世纪海上丝绸之路沿线重要港口面积区域化特征明显，港口面积整体呈"西部大东部小"的区域分布格局；2）港口面积变化（0.01~4.93 km²）及面积变化比例（0.01~5.07倍）分布情况均存在区域分异特征，各区域（东南亚、南亚、西亚、欧洲、非洲）港口面积变化差异较小，港口面积变化比例差异较大；3）港城关系状况存在明显的区域化特征，欧洲地区港口对城市的作用关系相对较强（2017年平均RCI约为2.98），亚洲地区港口对城市的作用关系相对较弱（2017年平均RCI约为1.51）。研究结果可为海外港口及港口城市腹地建设提供科学的参考依据。     

Parametrization of the solvent action on modern artists' paint systems

A solvent action parametrization scheme has been developed combining relevant parameters of the solvent action on modern artists' paints to characterize the solvation and dissolving properties of different binding media. The new system combines different concepts used in solvent chemistry. It is based on the normalized and solute-dependent dimension [hδ_H + eE_T(30)cv]^N. It comprises a polarity value E_T(30)cv as the magnitude of the enthalpy, and a combined value representing the cavitation energy δ_H as an entropy-influencing factor. Forty-eight solvents were divided into five subgroups based on their interaction and structural properties. This binary scheme permits to reliably quantify spaces of efficiency. The graphical selectivity of the scheme was applied to four binding media systems (oil, alkyd, acrylic-, and acrylic-polystyrene) by determination of the swelling capacity of 48 solvents. The graphical visualization of the systematic parametrization of solvents permits one to judge the intermolecular interaction and other effects of solvation relevant to the restoration of painted artwork.     

浙江省体育非营利组织与政府的外部关系研究

研究从体育非营利组织与政府的关系、政府给予体育非营利组织的支持、体育非营利组织对其与政府关系的期待三个维度出发,深入分析了浙江省体育非营利组织与政府的外部关系,得出从组织关系来看,浙江省体育非营利组织采取挂靠体育行政部门或与之开展合作的行动策略,带有明显的官办色彩;从资源获取角度来看,绝大多数浙江省体育非营利组织的活动有效开展和组织生存壮大有赖于政府多样且全面的资源支持;从未来发展角度来看,浙江省部分体育非营利组织认为应当与政府部门构建互利共赢的合作伙伴关系,实现对公共体育事务的共治。建议构建体育非营利组织与政府合作共赢互动机制,为形成高效的体育公共服务供给机制、建立健全我国全民健身服务体系提供实证依据。     

‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.     

Enhancing teacher-student relationship quality: A narrative review of school-based interventions

There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training.