稳定是企业劳动关系的本质要求——从雇员区别于民事主体的身份特殊性出发

民法原理不能为劳动关系的稳定诉求提供合理的法理解释,而雇员身份的特殊性可以给劳动关系的稳定诉求提供独立于民法原理的另一种法理基础。在民事身份的演化过程中,正身份和负身份的古代法含义随着契约社会的发展,转变为强势身份与弱势身份,但并非所有的负身份者都能合乎民法原理和逻辑地接受其社会化的保护政策。雇员身份与民法内在逻辑的冲突决定了民法社会化的范围无法合理地延伸至劳动关系领域。劳动关系的稳定诉求是由雇主与雇员之间的人身从属性所衍生的义务决定的。而且,人身关系先于财产关系,因而,对劳动关系而言,稳定诉求比和谐诉求更为本质。     

Examining the impact of four teaching development programmes for engineering teaching assistants*

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.     

The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education

The personal tutor plays a key role in the student experience at university, and personal tutoring embodies the student relationship with the university, suggesting that it has the potential to provide insights beyond that specific relationship to the institution and higher education context. A focus session with first year undergraduate students explored expectations and experiences of personal tutoring from the student perspective. Interpretative phenomenological analysis was used to explore students’ lived experiences, and identified superordinate themes of expectations, experiences and relationships, with cluster themes including independence and authenticity. Developing a positive and genuine relationship with the personal tutor was found to ‘buffer’ against some of the first year challenges and contribute towards a sense of belonging. Importantly, this study provides evidence that experiencing poor personal tutoring is worse than not having a personal tutor at all, as this can lead to students experiencing strong negative emotions and re-evaluating their decision to go to university. Implications of these findings in the current higher education context of fee-paying students and competing institutional demands are discussed.     

Enhancement and constraint: student-mothers’ experiences of higher vocational education,emotion and time

Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion.     

Antecedents predicting health information seeking: A systematic review and meta-analysis

Numerous reasons regarding why people should seek health information exist, but empirical evidence has indicated that factors that influence health information seeking (HIS) differ according to the context. To make suggestions based on explicit and judicious use of the best available evidence, a meta-analytic review was undertaken. In the present review, 16 electronic databases were searched up to July 2019, empirical results of 71 primary studies that met inclusion criteria were coded, and seven antecedents that commonly affect HIS behavior were examined. We obtained 204 correlation coefficients from 90 independent subsets with a total of 74,171 respondents. The results indicated that self-efficacy (ES_r = 0.254), health literacy (ES_r = 0.222), availability (ES_r = 0.412), credibility (ES_r = 0.308), emotional response (ES_r = 0.090), and subjective norms (ES_r = 0.443) substantially influenced individuals’ HIS, and subjective norms was the most influential factor. Individuals’ behavior usually aligns with the opinions of other critical individuals in their lives, and this phenomenon was observed in the present study of the HIS context. In addition, eight variables were examined as potential moderators (i.e., roles of samples, gender, average age, topic, information channel, type of publication, data collecting method, and sampling method); statistically significant effects on some of the aggregated correlations were noted for all of these variables.     

美国《隐私权法》与公民个人信息保护

本文介绍了美国《隐私权法》的立法原则、适用范围、个人记录公开的限制和登记、公民查询与修改个人记录的权利、对行政机关的限制与要求、免除适用的规定、该法与美国《信息自由法》的关系；论述了我国厂家和借鉴国外隐私保护的法律法规，强化政府信息法制建设力度，在确保国家和公共利益的前提下依法保护公民个人信息的必要性。     

An examination of the relationship between social self-efficacy and personal growth initiative in international context

The cross-cultural transitioning experience of international students has been viewed as a high-impact practice for student learning. International students experience both challenges and growth opportunities when they encounter new peoples and environments. However, limited research exists on the student factors that predict benefits, growth or resilience for international students through their cross-cultural transitioning experience. This study investigated social self-efficacy as a predictor of personal growth initiative amongst international students, above and beyond demographic and linguistic factors. In addition, the factorial structure of Personal Growth Initiative Scale-II was examined. Our results indicated that the perceived ability to successfully negotiate social situations and produce positive social interactions predict greater personal growth initiative and its dimensions regardless of students’ language proficiency. Moreover, results from the confirmatory factor analysis (CFA) provided further support for the first-order four-factor structure of the PGIS-II. Results have implications for improving international student integration, because efforts to support students’ social self-efficacy are linked to their personal growth initiative.     

“Looking back (and forth)”: Acknowledging the people who make personal narratives plausible

The past decade has seen a noticeable rise in the number of people embracing autoethnography as an “alternate” research methodology. As a result, a plethora of first-person narratives and pieces of creative non-fiction now exist for truth-seeking scholars to access for authentic inspiration. The author’s unique contribution to the ongoing conversations was first inspired by the professional confessions of a friend and former colleague. Sociological introspection, packaged as a piece of creative non-fiction, should stimulate sociological imagination, evoking a memorable, equally meaningful reaction. In this paper, the author’s goals is to inspire rather than inform, encouraging readers to take time to think about their sport management memories and the meanings attached to their sport management experiences. Readers should question the plausibility of producing professional narratives of self. Readers are encouraged to have a conversation between themselves and the various leaders, legends, and legacy-makers they have followed in order to become who they are. The author encourages readers to reflect on the things they have seen, the places they have been, and the lived experiences they have produced along the way. Readers are prompted to consider the costs and consequences of presenting autoethnography through the guide of creative non-fiction.     

个体软件过程(PSP)实施规范研究

如何提高软件质量,如何在开发过程中能更好地把握软件开发进程,使软件能按时、按质地提交,是软件开发人员最关心的课题.个体软件过程（PSP）给开发者提供了一个进行软件开发的标准化框架,为实现CMM关键过程提供了具体的方法和技能.本文阐述了PSP过程流程,探讨了PSP的实施规范,包括开发时间、软件规模和软件质量的度量,给开发者提供了一个可度量的过程和目标来计划和跟踪他们的工作,为软件过程的优化提供了一个具体而有效的途径.     

Educating the educators: developing those who support learning for students with additional learning needs

This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article is to share findings from the project and to highlight the benefits experienced when learning support assistants can participate in professional development activity. The research project was a mixed methods study with participants drawn from learning support assistants within one college of further education in England. Data were collected throughout the 14‐week intervention. Findings indicate that the programme had a positive effect on participants' confidence, sense of professional identify and of being valued, as well as improving their ability to perform their role.