How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders

This study explores the relationship between students’ perceptions of peer assessment (PA) and its social nature. A quantitative survey study (N = 3680) was conducted in secondary education in Flanders, examining the students’ perceptions of PA interpersonal variables and their beliefs on the educational value of PA. The structural equation modeling (SEM) results show that the educational value students attribute to PA was positively predicted through trust in their own and their peers’ evaluative capabilities, awareness of negative interpersonal processes (e.g. fear of disapproval and friendship marking), and beliefs about PA accuracy. The importance attributed to anonymity appeared to be a negative predictor of PA conceptions. Tests of mean latent differences were performed to explore the differences between educational levels, PA experience and gender.     

Testing Role Models’ Differential Effect on Use of Aggressive Compliance Gaining Strategies

Using a repeated measures design, this empirical study confirmed that a differential relationship exists between significant role models’ use of aggressive compliance gaining strategies (ACGS) and an individual’s use of the same in romantic and non-romantic interactions. As expected, peer use was found to have the strongest relationship to individual use of ACGS with romantic partners. Unexpected was the similarity in strength of parent and peer use to individual use of ACGS with non-romantic partners. Relevance and opportunity are mechanisms used to explain role model impact as an antecedent variable of ACGS use. Future studies to advance theory regarding aggressive communication are discussed.     

Noise properties in breaking and loose contacts and their effect on quality degradation of digital signal

Electric contact discharge is subject closely related to digital information transmission, and integrity of digital signals for realizing high reliablility transmission. This kind of problem is a part of EMC (electromagnetic compatibility). From such a viewpoint, contact noise problems will be mentioned which disturb and degrade digital signals. The induction noise and radiation noise from discharge, electrostatic discharge (ESD), and connector related fundamental subject will be mentioned.     

礼仪教育与高校学生素质培养

高校的根本任务是培养社会需要的高素质人才.礼仪教育可以帮助学生加强自身修养,提高社交能力,培养自信心,并且能够加强校园文明建设.因此,高等学校对大学生进行礼仪教育是非常必要的.     

在现实的"梦境"中"呓语"--试析网络人际传播中的身份

在概括网络人际传播的特点的基础上，着重对网络交流中的传受心理和语言进行了分析：网络人际传播是一种理想化的互动交流；在网络这个虚拟的传播空间，语言就是身份。网络生活是一种真实的虚拟人生。     

Interpersonal process recall: a novel approach to illuminating students’ software development processes

Background and Context: Encouraging undergraduate programming students to think more about their software development processes is challenging. Most programming courses focus on coding skill development and mastering programming language features; subsequently software development processes (e.g. planning, code commenting, and error debugging) are undervalued. Moreover, many of these processes involve tacit thinking that is often seemingly invisible, meaning it can be difficult for teachers to identify and address shortcomings in student processes.

Objective: In this paper, we employ a novel approach called Interpersonal Process Recall (IPR) to encourage students to think more about their software development processes.

Method: We conducted IPR sessions with five undergraduate programming students—we screen captured them working on programming assignments, and then used the screen captures to stimulate reflection. IPR is hallmarked by several key features, namely its developmental (rather than evaluative) focus, and the use of a facilitator to guide reflection in a structured way.

Findings: We found IPR was useful for both the teaching staff and the students, revealing incongruence between the value students placed on certain development processes and what they actually do in practice.

Implications: IPR is a novel approach for shining a light on student software development processes. We hope this paper encourages other practitioners to consider adding IPR to their toolbox of approaches for encouraging students to reflect on their software development processes.     

抗战时期中国共产党的国际交往活动新析

在抗战的特殊背景下,中国共产党曾在敌后根据地等多种场合卓有成效地开展了国际交往活动。其交往的主要内容包括:以毛泽东为首的中国共产党人坦诚地向国际人士表明自己对抗战形势的看法、意见;明确地向国际人士阐述自己对内对外的方针政策;千方百计地与国际社会中的政界、军界要人就重大问题交换意见,达成共识;尽力支持、帮助国际人士在管辖区域内开展反战活动;热情地安排、接待国际人士的采访、调查活动。这些国际交往活动的重大作用在于:一是争取了外援,扩大了国际宣传。二是增进了彼此的了解、信任和友谊,达到了“宣传出去,争取过来”的目的。三是使我们党打开了“半独立”外交工作的新局面,积累了宝贵的外事工作的经验。     

Interpersonal Goals and Political Uses of Facebook

Many have noted the immense potential of social media as a catalyst for political engagement. While we know a great deal about the people who use social media for politics, and even why they do it, we know very little about when, or under what conditions, political uses of social media actually occur. In this article I extend interpersonal goals theory to examine when political social media use happens. Results suggest that, above and beyond cognitive political engagement, interpersonal goals contribute significantly in explaining political behaviors on Facebook. I find that political posts entail greater affective and interaction-related risks than following political pages or updating one’s profile, while “liking” political posts affords users a low-cost/low-reward strategy for managing interactions. As such, this study provides evidence that political expression on Facebook takes several distinct forms.     

Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits

Because argumentation may promote deeper processing of content, this study examined factors affecting students’ dispositions to engage in argument, specifically epistemological beliefs, need for cognition, and extraversion (assertiveness and warmth). An instrument developed by [Infante and Rancer, 1982] was used to measure dispositions to approach or avoid arguments. Subjects were 238 undergraduates who completed surveys of the relevant constructs. Contrary to expectation that epistemological beliefs would predict the approach component by affecting the perceived usefulness of argumentation, regression analysis indicated that epistemological beliefs instead predicted the avoidance component (as did a desire to maintain warm relationships). Need for cognition predicted the approach component, whereas assertiveness predicted both. The need to better understand why some students avoid arguments is discussed.     

大学生人际交往的制约因素及技巧浅析

作为处于青春期的大学生，一方面有着强烈的人际交往的需要，另一方面对现有的人际关系状况并不满意。帮助他们认识制约人际关系的因素，提高人际交往的技巧，是素质培养的重要内容。