大学图书馆现代化指南针报告   总被引：1，自引：0，他引：1  

陈建龙  邵燕  张慧丽  张璐  李峰  王新才  党跃武  陈大庆  王波 《大学图书馆学报》2022,40(1):22-33

教育部高等学校图书情报工作指导委员会和北京大学图书馆合作研制《大学图书馆现代化指南针报告》,报告主要采用德尔菲法对34位图书馆学、情报学领域的专家和学者进行了三轮意见征询,集成专家智慧,总结出大学图书馆现代化在核心理念、主要目标、实际问题、理论问题、关键要素和生态关系等方面的发展趋势,为实现大学图书馆内涵式发展、整体发展、高质量发展、科学发展、可持续发展提供方向指引,成为新时代新征程上大学图书馆谋划新思路、推动新发展、构建新格局的“指南针”。  相似文献   

Financial Feeling: An Investigation of Emotion and Communication in the Workplace     

Katherine I. Miller - Katherine Miller is a Professor  Director of Graduate Studies in the 《Journal of Applied Communication Research》2008,36(1):8-32

There is growing interest in the role of emotion when considering communication in the workplace. This work has most often considered workers in front-line service positions in investigations of emotional labor, and human service workers in investigations of empathy and emotional work. In this study, we consider processes of both emotional labor and emotional work in the financial planning profession. Financial planners occupy a role requiring ongoing relationships with clients, conversations about the often emotional topic of money, and a need to manage emotion in a variety of interaction contexts. Thus, from extant theory and literature regarding emotion and communication, we proposed research questions regarding the roles of emotional labor and emotional work in the financial planning profession. These questions were investigated in a web-based survey study of almost 300 professional financial planners and supporting interviews with 14 financial planners. Results indicate support for existing theory on emotional work, extensions to current research regarding emotional labor, and important implications for the role of emotion and communication in a range of professional service roles.  相似文献   

A U.S.-Chinese Comparison of Affectionate Communication in Parent-Child Relationships     

Qin Zhang  Maggie Wills 《Communication Research Reports》2016,33(4):317-323

Affectionate communication is central to the maintenance of relational closeness, but it is also subject to relational, contextual, and cultural factors. This study was designed to examine the cultural effects on affectionate communication in parent-child relationships in the United States and China. Results indicated that Chinese fathers and mothers expressed less verbal, nonverbal, and supportive affection to their children than American parents. Both Chinese and American parents expressed affection to their children more through supportive behaviors than through verbal and nonverbal behaviors. In both cultures, mothers engaged in more verbal, nonverbal, and supportive affection with their children than fathers.  相似文献   

Regarding learning: Children’s drawings of learning in the classroom     

Caroline Lodge 《Learning Environments Research》2007,10(2):145-156

This article explores drawings of learning in the classroom made by a class of 6 to 7-year-olds in a UK primary school. The drawings were analysed by considering the choices that children made in their drawings in terms of four themes: self and social relations in learning, the physical environment, learning activities, and learning and behaviour. These are discussed using five drawings as examples. A wide range of images was used by the children, although some drew common views of learning. The article warns against assuming that we know how a young person views their learning, or that a class of children share a common view of it. It is also suggested that talk about such drawings can make a contribution to a joint exploration of understandings of learning by teachers and children.  相似文献   

刍议五缘文化与两岸客家交流     

黄晓伟 《嘉应学院学报》2011,29(4):5-8

近年来,两岸客家交流日益频繁。这种交流蕴含着五缘文化理论,"五缘"人际网络在其中发挥了重要作用,从而促使两岸客家在经贸、文化、教育等领域展开交流与合作,有效地加强了两岸客家人的情感联络和客属台湾同胞的认同意识。  相似文献   

“文学的大饼”与重庆的烧饼——也读《经典关系》     

郝明工 《涪陵师专学报》2011,(1):33-38

重庆实力派作家莫怀戚的长篇小说《经典关系》,体现出具有某种地方色彩的当代长篇小说,在创作上的可能性与可行性,尤其是面对有关＂男女关系＂在重庆城市发展过程中的现实演变,如何运用重庆方言来进行小说叙事,在呈现出个人写作的成功与局限的同时,进行了具有再创性质的个人示范。  相似文献   

Pathway to efficacy: Recognizing cognitive behavioral therapy as an underlying theory for adventure therapy     

Mark C. Gillen 《Journal of Adventure Education & Outdoor Learning》2013,13(1):93-102

Abstract

This paper examines information on the histories, definitions, and components of adventure therapy and cognitive behavioral therapy to determine if cognitive behavioral therapy provides a theoretical basis upon which the efficacy of adventure therapy can be judged. It is found that adventure therapy and cognitive behavioral therapy share aspects including transformation of distorted thinking patterns, a focus on current and future functioning, consideration of the interrelationship between the counselor and the client, and understanding the use of stress as a part of the change process. By recognizing cognitive behavioral therapy as the empirically sound, underlying theory for adventure therapy researchers will be able to determine the effective components of therapy in the outdoors.  相似文献   

The Perceived Threat and Resolvability of Serial Arguments as Correlates of Relational Uncertainty in Romantic Relationships     

Shaye Morrison 《Communication Studies》2017,68(1):56-71

This study explored the degree to which the perceived threat and resolvability of a serial argument are associated with relational uncertainty in a romantic relationship (i.e., self, partner, and relationship uncertainty). Participants included 147 individuals who were currently in a romantic relationship. Results revealed positive associations between argument frequency and relationship uncertainty, the perceived threat of the argument to the relationship and all three forms of relational uncertainty, and inverse associations between the perceived resolvability of the issue and all three forms of relational uncertainty. Interaction effects emerged for perceived threat by perceived resolvability for self and partner uncertainty, such that the resolvability of the issue diminished the strength of the positive association between the perceived threat of the argument and self and partner uncertainty.  相似文献   

Applying Self-Determination Theory to College Students’ Physical-Activity Behavior: Understanding the Motivators for Physical (In)Activity     

Jennifer Fletcher 《Communication Studies》2016,67(5):489-508

Physical activity is necessary for college students as only 20%–40% engage in the recommended amounts (Office of Disease Prevention and Health Promotion, 2010). This article qualitatively examines college-student motivators and hindrances for physical activity in order to develop effective interventions. Although a primary theory in psychology, Self-Determination Theory relies heavily upon social contexts as catalysts for motivation. Communication can cause both within- and between-person differences in motivation. Findings suggest that college-student motivation is greatly influenced by the communication between themselves, their important relationships (e.g., friends, family, and significant other), and societal pressures. Moreover, findings reveal that college students seem to be more motivated through extrinsic means rather than more autonomous forms of motivation.  相似文献   

The role of relationships and emotions in student perceptions of learning and assessment     

Joanna Crossman 《高等教育研究与发展》2007,26(3):313-327

The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation.  相似文献