Unfair treatment, discrimination, and ambulatory blood pressure in black and white adolescents.

The authors tested the hypotheses that unfair treatment and its attribution to race, physical appearance, and peer group were related to elevated ambulatory blood pressure (ABP). During 2 school days, 207 Black and White adolescents wore an ABP monitor and answered questions about mood, posture, location, and activity level at the time of the ABP assessment. At a separate session, in-clinic resting blood pressure and perceptions of unfair treatment were measured. Multilevel mixed models showed that unfair treatment and its attribution to race were not associated with ABP. However, adolescents who indicated that the primary reason for unfair treatment was their physical appearance had elevated ABP. Feeling unfairly treated because of physical appearance may impact blood pressure uniquely during the adolescent transition.     

Detrimental Effects of Newcomer Person-Job Misfit on Actual Turnover and Performance: The Buffering Role of Multidimensional Person-Environment Fit

Researchers of person–job (P-J) misfit have suggested that newcomers who “misfit” with their job often perform poorly and eventually leave the organization. However, no known studies have examined ways to alleviate the negative impacts of newcomers’ P-J misfit. Based on the theory of work adjustment and the spillover model of person–environment fit, we explore whether newcomers’ fit with the social context (i.e. person–group [P-G] and person–organization [P-O] fit) and interpersonal relationships (i.e. person–mentor [P-M] and person–supervisor [P-S] fit) can buffer the detrimental outcomes of newcomers’ P-J misfit. Using data from two field studies with time-lag and multi-source research designs, the results consistently show that: (1) newcomers’ P-G fit buffered the positive relationship between their initial N–S misfit and subsequent actual turnover, (2) newcomers’ P-M fit buffered the negative relationship between their initial D-A misfit and subsequent task performance. Theoretical and practical implications are also discussed.     

《老子》美学意蕴的现象学解读

借助现象学存在论阐释，《老子》的美学意蕴展现为：“观”的审美态度，“有无相生”的生存体验，以语言悖论为特征的美学话语。它们奠定了中国美学尤其道家美学的基本形态。     

国民政府时期西康地区宗教样态二十年(1928-1948)变迁研究——兼论国民政府宗教政策和西康早期现代化

国民政府时期,西康地区宗教样态在现代化冲击下悄然变化,寺庙总量显著增长,僧徒总规模有所减小,境内呈现为藏传佛教优势下的多宗教共存状态。深究原因,既有藏传佛教厚重历史之因,也有国家宗教政策和早期现代化推动渗透之故。西康地区宗教样态20年变迁对今日康区现代化建设仍有启示意义。     

蒙山道教初探

蒙山为山东道教胜地,在山东省平邑、费县、蒙阴等县之间,纵横1000余平方公里,主峰龟蒙顶海拔1156米,仅次于泰山,故蒙山又称"亚岱".境内层峦叠嶂,巍峨壮美,道教文物古迹、庙宇、石碑石刻荟萃,素有"三十六洞、七十二峰"之称,是道教著名的修道养生之福地,在山东道教发展史上曾有过辉煌的历史.     

基本需要满足对游戏满意度的影响:沉醉感和积极情绪的序列中介作用

为探讨基本需要满足对游戏满意度的影响及其作用机制,研究采用基本需要满足问卷、沉醉感问卷、积极情感量表和游戏满意度问卷对286名网络游戏玩家进行调查。结果发现:(1)基本需要满足、沉醉感、积极情绪和游戏满意度之间两两显著正相关;(2)基本需要满足对游戏满意度不仅有直接预测作用,还能通过三条间接路径影响游戏满意度:沉醉感的中介作用;积极情绪的中介作用;沉醉感和积极情绪的链式中介作用。结论:基本需要满足不仅对游戏满意度有直接影响,还能通过沉醉感和积极情绪的序列中介作用影响游戏满意度。     

A parameter analysis method for the weight‐set to satisfy preference orders of alternatives in additive multi‐criteria value models

In the context of the additive multi‐criteria value model, this paper investigates how the set of criteria weights (weight‐set hereafter) can be determined according to the preference orders of alternatives given by the decision maker. A construction method is proposed for the weight‐set for different intervals of β, where β is a differential amount of value between the preference information on two alternatives. The results of this paper are important for sensitivity analysis in multi‐criteria decision making (MCDM) problems and multi‐criteria group decision analysis. Copyright © 2000 John Wiley & Sons, Ltd.     

Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education

Abstract

Previous research demonstrates that social and interpersonal factors, more than academic preparation, affect decisions by under-represented students to stay in or to leave STEM fields. Yet, much of the theorizing about STEM learning in higher education begins with conceptual and epistemological dimensions. We make the case for a new theoretical framework, a learning humanities, that begins with relationships. From this relational starting point, we locate STEM knowers as actors in relationships who become answerable for their STEM knowledge and take wise actions from this place. We then use this framework to analyze learning for STEM undergraduates involved in the STUDIO: Build Our World program, an afterschool mentoring program for low-income, immigrant, and refugee youth of color. Drawing on narrative and ethnographic analyses of data from 12 focal mentors, we found that mentors developed 3 focal practices identified by Edwards, relational expertise, common knowledge, and relational agency through their efforts to create the best possible program for youth. This built mentors’ sense of answerability and a capacity for wise action within and outside of STUDIO. We argue that this theoretical stance provides new ways to conceptualize the nature, purpose, and outcomes of STEM learning for historically non-dominant STEM undergraduates’ learning.