Beyond the Thomas–Kilmann Model: Into Extreme Conflict

This article discusses an extension to the Thomas–Kilmann conflict mode instrument (Thomas and Kilmann 1977) designed specifically for conflict situations in which strong negative emotional relationships are at play. The Thomas–Kilmann (TK) model is widely used to help participants (disputants and mediators) identify how two basic conflict characteristics interact to influence how stakeholders shape their actions with regard to their interests. Essentially the TK Model is built on the premise that the two salient conflict variables are the relative importance of the relationships at hand and the substantive issues being discussed. These variables are illustrated with a simple matrix that shows how each party will interact with the other based on the relative importance it places on these variables. Graphically illustrating where the behaviors fall on the matrix can explicate parties' behaviors to add a new perspective that may change the dynamic of the conflict. But the TK Model does not address scenarios in which individuals have very negative or destructive relationships, and sabotage, blocking, and exclusion are behavioral norms. Hence, we developed the Baumoel–Trippe (BT) Extension to the TK Model to address the highly negative and often identity‐based conflicts that are often found in the world of family business. Accordingly, the BT Extension to the TK Model explores conflicts in which the relationships are not merely unimportant or uncooperative, but where they become negative to downright vengeful. There is so much at stake for family business stakeholders that the family relationships may become so adversarial that the very business and family harmony all parties value are at risk. With our extension of the TK Model, we seek to provide insight into how decisions might be made when stakeholders are in highly negative, conflictual relationships.     

儿童是目的:教育的伦理基础

人在任何时候任何情况下都是目的,而永远不能只视为手段。如果康德这一主张是对的,那么,儿童是教育的目的便是对的。教育自始至终都应以儿童为目的,这就否定了教育常常将儿童视为工具的旧观念。以儿童为目的的教育尊重儿童的生活和世界,尊重儿童的兴趣和需要,助推儿童按其本性生长。以儿童为目的的教育不是去设计、制造儿童,而是帮助儿童自我建设与自我完善。"以儿童为目的"是现代教育的基本特征,亦是入手考察与理解现代教育的重要维度。以儿童为目的的教育只能扎根于民主的或向往民主的社会中。     

Who's Afraid of WikiLeaks? Missed Opportunities in Political Science Research

Leaked information, such as WikiLeaks’ Cablegate, constitutes a unique and valuable data source for researchers interested in a wide variety of policy‐oriented topics. Yet political scientists have avoided using leaked information in their research. This article argues that we can and should use leaked information as a data source in scholarly research. First, the methodological, ethical, and legal challenges related to the use of leaked information in research have been considered, concluding that none of these present serious obstacles. Second, how political scientists can use leaked information to generate novel and unique insights concerning political phenomena using a variety of quantitative and qualitative methods have been shown. Specifically, how leaked documents reveal important details concerning the Trans‐Pacific Partnership negotiations, and how leaked diplomatic cables highlight a significant disparity between the U.S. government's public attitude toward traditional knowledge and its private behavior have been demonstrated.     

卓越管理的“黄金法则”——试论加强行政伦理建设

行政伦理,也就是关于“治国”的伦理。它是执政党、国家机构和全体公职人员在治理国家的过程中,以权、责、利的统一为基础,以协调个人、组织与社会的关系为核心的行政行为准则和规范系统。行政伦理在“以德治国”中具有关键性价值。行政伦理失范的问题目前较为普遍。主要原因之一是行政运作过程中缺乏最基本的行政伦理规范和法制秩序。从自律性特点分析,需要加强行政伦理的养成机制建设,就是要加强行政伦理的教育与修养;从他律性特点分析,需要加强行政伦理的监督机制建设,不但要完善现有的法律,加大执法力度,而且要加快对行政伦理立法。     

中小学生家庭教育现状的调查报告

我国独生子女在家长的倍加关爱下,常常以自我为中心,缺少合作意识,心理常有孤独感和寂寞感。传统家庭教育又存在着过度重视知识教育、缺少规划和指导等问题。新型的家庭教育应尊重孩子人格的发展,在价值取向上从知识型教育转向素质教育,使家庭教育逐步走向科学化。     

青少年家庭道德影响与学校德育抵触现象探析

在当前的青少年教育中,存在着家庭道德影响与学校德育抵触现象,在德育思想观念、家长教养方式、对德育手段的理解上都存在着种种抵触。对此,家长应自觉提高素质,改变成才观念,理解教育者意图;学校应重视学生德育内化,加强与家长的沟通联系,变愿景教育为现实教育,增强学生的道德判断力和自觉抵御不良干扰的能力。     

Long-Term Follow-Up of Young Children Placed in Foster Care: Subsequent Placements and Exposure to Family Violence

This study examined the quality or characteristics of permanent placements at 6 years of age for 254 children who had been removed from their homes prior to attaining 3.5 years of age (mean = 13 months). Although the primary objective when removing children is protection, subsequent permanent placements are prioritized by federal legislation with a stable family environment, especially one with the biological parent(s), being preferred. Three a priori comparisons (i.e., reunified vs. nonreunified, adopted vs. foster care, relative vs. nonrelative foster care) were conducted for caregiver and child reports of exposure to family violence. The results indicate that both reunified children and their parents report more family violence (witnessed and child victimization) than do nonreunified children and their caregivers. Adoptive parents did report that they used more minor violence in disciplining their children than did foster caregivers, but their children reported witnessing significantly less physical violence in the home. Recognizing that the development of children removed from their homes because of maltreatment is likely a function of both the maltreatment as well as the quality of subsequent family experiences (i.e., violence exposure), implications of the findings for determining placements are discussed.     

公民生态道德教育初探

生态道德教育是公民道德教育的时代课题,它是随着生态道德理论的完善而逐步形成的.在我国开展生态道德教育有时代背景、理论依据和现实依据.生态道德教育的实施需要生态价值观念的更新,家庭、学校和社会的相互协调以及其经济、行政、法律等多种方式的结合.     

论我国人口政策的法制化建设

全国和地方性人口与计划生育法律法规的颁布,标志着国家通过法律的形式,确立了计划生育基本国策的法律地位。为了应对现行人口政策出现的问题,各地区对计划生育条例进行了修订修正,以适应人口政策转型升级的需要。