The Fourth Estate is dead,long live the Fourth Estate: A new military mindset for a rapidly evolving communication environment

The authors identify a need for a shift in the communication mindset of the U.S. Department of Defense (DoD) to better account for the speed, ubiquity and mobility of human interaction in the evolving communication environment. The leadership requirement to define a new reality when guiding transition and complex change is identified. Three reality-defining truths are drawn from the convergence of leadership and communication theories. First, it is not possible to lead without communicating. Second, it is not possible to not communicate. Third, it is not possible to communicate without influencing others. Analysis of current DoD lexicon, principles and organizational design related to communication activities reveals a technical/monologic mindset. This mindset is evaluated based on the three truths, shortfalls of the mindset are identified, and four concrete leadership actions are proposed to guide a transition to a social/dialogic mindset. Proposed actions include defining a new vision and purpose for the military based on preservation of credibility and trust, creation of a new communication lexicon, creation of universal guiding principles, and revision of doctrine and training to incorporate social-communication thought, theory and practice.     

Influence of responsiveness,accessibility, and professionalism on journalists’ perceptions of Southwest Airlines public relations

This longitudinal study presents the results of three biennial surveys of key national journalists who routinely report on Southwest Airlines, a company widely recognized for its extraordinary public relations efforts. Synthesizing data garnered through relationship, utility, and perception scales as well as robust open-ended responses, the results support and advance media relations best practices. Ultimately, data confirm that practitioner responsiveness and accessibility to reporters are the keys to ensuring that journalists maintain positive perceptions of Southwest Airlines’ public relations. The results provide an instructive case study and recommendations to corporate public relations practitioners for cultivating favorable media relationships through a commitment to dialogic communication principles.     

The potential of dialogues on social identity and diversity for immigrant civic integration

Local governments have become increasingly important in the governance of immigration. The present study evaluates a local government sponsored dialogue on social identity and diversity aimed at promoting the civic integration of immigrant participants. Based on models for community dialogues across cultural differences and on the literature on immigrant civic integration, the researcher designed, implemented and evaluated the dialogue. The evaluation was based on an exit questionnaire completed by participants, observation notes taken by the researcher, and a follow-up interview with the program coordinator. The evaluation suggests that dialogues among newcomers about social identity and diversity that match most of the ideal conditions for positive intergroup contact stated in the literature likely facilitate immigrant civic integration. Participants reported improved feelings of mutual understanding and inclination to collaborate across cultural differences. The findings also indicate that participants developed a capacity to balance appreciation for cultural differences and group identities with proclivity to collaboration across cultural groups.     

试论对话状态的阅读教学

阅读过程是对话过程,而语文阅读教学的对话状态,则是学生、文本、教师、教材编写者等参与者之间形成对话关系而呈现的一种教学状态.它在形式上没有固定的某种模式,在内容上没有应试的功利色彩,在读解上没有不变的标准答案.这种状态,是语文阅读教学的应有状态.     

“跨有荆益”与“天下有变”———论《隆中对》的战略及其实施简

诸葛亮在《隆中对》中对刘备的发展提出了两层战略：一层是前期战略,旨在夺取荆州,进而入蜀,跨有荆益;另一层是后期战略,包括宛洛、秦川二策。但是这一举措本身就存在诸多问题：一方面,前期战略因为孙权对荆州的战略意图而困难重重,“跨有荆益”之策因为刘备的割据心态、关羽的莽撞和诸葛亮的人微言轻而失败;另一方面,后期战略的触发,依赖于“天下有变”这一条件。诸葛亮“天下有变”所指应为曹操势力内部士人群体发生的叛乱,而其根据并不充分,后来也未被诸葛亮坚持,加上诸葛亮晚年性格的巨大变化,使得《隆中对》的后期战略从条件到精神都无从实现了。     

对话·人类存在·教育——对话教育研究之引论

“对话”是当今世界的流行术语之一,它正逐渐成为人们的生存状态,可以说人类存在就是进行对话。具体说来,人类存在的几个领域如思想、语言、艺术、道德等都与对话密切相关。教育是与人类社会共生、共在的一种现象,教育也必然是对话的一种特殊形式。学校教育的各个环节都蕴含着对话因素。     

Les registres de l’action syndicale européenne

This study of how trade union actions have been shaped at the EU level is based on an analysis of the archives of the European Trade Union Confederation. It sheds light on a historical process that has fostered four types of action that now organize European trade union representations. The gradual formation of these types is described while pointing out the causes and explaining their rationales. Emphasis is placed on the complex process whereby institutions have shaped the thinking and acting of trade unions at the EU level. The way that unions form a framework for their practices has effects back upon the shaping of the collective organization.     

Teaching and Providing Recovery-oriented Care Through Problem-posing Dialogue

As the recovery paradigm proliferates throughout systems of mental health care, social workers are being required to provide recovery-oriented services. Yet there has been little discussion about what changes need to be made in social work education to produce recovery-oriented social workers. This article uses Paulo Freire's theory of pedagogy to help social work educators understand how they can develop problem-posing relationships with their students in order to teach students about the relationships that social workers ought to have with people in recovery.     

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University–San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia.