浅析网络聊天室会话中违背合作原则的现象

网络聊天室会话的话轮以短语、分句为主,大量使用省略句、缩略语和感情符,常出现虚假信息和过分言语,出现相邻对不相邻的现象,这分别违背了合作原则中的数量、方式、质量和关联准则。即时互动性、匿名性和缺少副语言等则是聊天室会话违背这些准则的直接原因。     

Intermediation in public procurement of innovation: How Amsterdam’s startup-in-residence programme connects startups to urban challenges

This paper analyses Amsterdam’s Startup-in-Residence (SiR) programme as new type of policy to engage startups in the development of urban innovation through a challenge-based public procurement of innovation (PPI) process. The programme is being mimicked by other cities and government agencies, but so far there has not been a rigorous, theoretically-informed analysis of the approach. In this paper, we specify and focus on the role of city-based, public-affiliated intermediaries as initiators, moderators and influencers of conversations between startups and the local government. The main contribution of SiR as a PPI intermediation programme has been to launch new types of fruitful conversations on several levels, that lead to institutional innovations rather than direct solutions for urban problems or startup development. In this sense, SiR fulfils a role inquiring and ascribing urban challenges with values and notions of “worth” that preceded and shaped innovation directions. We also suggest that engaging startups is effective for only a limited bandwidth urban challenges; different types of intermediation are required to foster collaborative innovation in more complex settings.     

Preservice and inservice teachers’ perceptions of appropriateness of teacher self-disclosure

This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics, Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.     

Using Relevant Humor to Moderate Inappropriate Conversations: Maintaining Student Communication Satisfaction in the Classroom

This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction.     

Family Communication Patterns and Difficult Family Conversations

Difficult conversations among family members can impact the health and structure of familial relationships. The reported study investigated potential antecedents and outcomes of difficult family conversations. Perceived consequences of, reasons behind, responses to, and results of difficult conversations were considered, and the family communication patterns (FCP) framework guided the examination. Although the majority of respondents feared negative consequences prior to conversations, most reported positive results. The type of response received from conversational partners was associated with the eventual result. Counter to predictions, data analysis found no relationships among the family communication styles proposed by FCP and the antecedents and outcomes of difficult family conversations. These results suggest that the need for engaging in difficult conversations may outweigh family communicative norms and potential family consequences. Practical implications of the findings, including how therapists or counselors might communicate the benefits of discussing difficult topics generally and of avoiding negative reactions during such conversations, are considered.     

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations,While on a Zoo Field Trip,Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.     

Family Communication Patterns and Adolescent Experiences During Parental Military Deployment and Reintegration: The Role of Inappropriate Parental Disclosures and Perceived Family Understanding

This study examines associations between adolescent reports of family communication patterns (FCPs) and difficulties experienced during the deployment and reintegration of a military parent. Data from 106 adolescents (9–17 years) in 72 National Guard families where a parent had recently returned from overseas deployment were analyzed to examine direct and indirect links between FCPs, perceived family understanding, inappropriate parental disclosures, and adolescent difficulties. Results indicate direct effects for conformity orientation, with it being inversely associated with adolescent difficulties during both deployment and reintegration. Conversation orientation exerts mixed effects on adolescent difficulties during deployment. At a trend level, conversation orientation shares a direct, negative association with adolescent difficulties during deployment but also an indirect, positive association via family inappropriate parental disclosures. Implications of the findings for future research on FCPs as well as programs working with military families are discussed.     

Conversations among Coal Miners in a Campaign to Promote Hearing Protection

Although working in a coal mine can diminish one's hearing capabilities by 50%, not until 2000 did federal laws require companies to establish noise standards in order to help prevent hearing loss among their employees. Since then, researchers have worked with safety administrators to develop effective messages promoting hearing protection and testing. This research assessed the effects of campaign messages on discussing campaign postcards and talking with others about a helmet-sticker incentive. The results, which are discussed with a focus on future campaigns, indicate that hearing-related attitudes, intentions, and behaviors are the most influenced by messages that were affectively neutral and least influenced by messages that were affectively negative.     

高影响力医学杂志论文参考文献引用准确性与不合理引用分析

【目的】 比较中华系列与学报系列高影响力论文参考文献的引用准确性与不合理引用情况,分析其差异原因,并探讨提升参考文献引用准确性的方法。【方法】 选择5种中华系列杂志和5种学报系列杂志发表的论文(共96篇),分别购买、下载其文后的中、英文期刊文献的PDF全文。参照文献全文核对论文引用处内容,判定引用准确性与不合理引用(无关引用、相关多引、漏引和错引),并分析两系列高影响力论文引用准确率或不合理引用率的差异及相关影响因素。【结果】 共核查1502条两系列杂志论文的文献全文,其中引用不合理的文献为219条(14.58%);中华与学报系列不合理引用率分别为15.13%和14.09%。论文中共1821处引用文献,不合理引用率为12.74%;中华与学报系列的不合理引用率分别为13.28%和12.23%。中华系列的中文期刊文献引用准确率高于英文期刊文献(引用条数：93.20% vs 82.72%,P<0.005;引用处数：94.51% vs 84.69%,P<0.005)。不合理引用中,两系列杂志论文均以多引和错引常见;错引以数据引用错误为主。两系列杂志论文的英文期刊文献一处引用准确率均高于多处引用准确率。【结论】 两系列杂志论文的文献引用准确率均较高,但部分作者不够重视中文文献的引用;文献多处引用会导致不合理引用率增加。     

魏晋清谈的评价述论

汉末魏晋六朝是中国历史上又一个大变动时代。汉末以来政治的黑暗,社会的混乱,儒学的衰落,导致了社会思潮的急剧变化。这种变化促成了清谈的出现及其发展。魏晋清谈反过来又使政治更加腐败,社会风尚每况愈下。但是清谈客观上丰富了中国哲学理论的内容,解放了人们的思想,推进了审美意识和文艺批评理论的发展。