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新西兰通信学论文代写:采访的教育工作者

接受采访的教育工作者提到,作为社会交往的另一种重要形式。休息期间,教师可以交换多种类型的资源,包括工作相关的和个人的。基于消费打破关系可被视为主要的表现后,根据采访者,打破意味着“脱产”的时刻,教师可以讨论个人问题或社会的对话更容易比在正式会议。教育工作者的另一个社会关系去涉及个人指导和同事讨论个人问题。这种互动的形式明确地解决了非正式的,个人的关系的性质。围绕个人指导和个人事务的讨论意味着参与关系的人之间一定程度的信任。这样的个人债券被认为是比工作相关的关系,如工作相关的合作交流更加坚固耐用(Granovetter,1973)。而“花钱休息”和“个人指导”可以被描述为“友好”的关系,接下来的两个关系挖掘的互动,更具体地解决“友谊”

新西兰通信学论文代写:采访的教育工作者

The interviewed educators mentioned spending breaks as another important form of social interaction. During breaks, teachers may exchange many types of resources, both work related and personal. Relationships based on spending breaks may be seen as mostly expressive since, according to the interviewed educators, breaks imply ‘off the job’ moments in which teachers may discuss personal issues or social conversation more easily than during formal meetings.Another social relationship among educators involves going to a colleague for personal guidance and to discuss personal matters. This form of interaction explicitly addresses the informal, personal nature of relationships. A relationship around personal guidance and the discussion of personal matters implies a certain level of trust between the people involved in the relationship. Such a personal bond is believed to be more strong and durable than work related relationships such as work related collaborative exchange (Granovetter, 1973). Whereas ‘spending breaks’ and ‘personal guidance’ may be described as ‘friendly’ relationships, the next two relationships tap into interaction that more specifically addresses ‘friendship’

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