The paper addresses the phenomenon of the opportunism that arises from a parent (principal) toward an IJV (agent) and its antecedents. This study integrates Agency Theory and Resource Dependence Theory (RDT) to discover its determinants from the perspectives of principal opportunism. Using Structural Equation Modelling (SEM) techniques and fuzzy-set qualitative comparative analysis (fsQCA) based on a sample of 185 Chinese-foreign IJVs in China, which are useful to reals the overall story of the principal opportunism. This study finds an IJV depends on parents’ support in both knowledge- and property-based resources has more chances to subject to principal opportunism. The result also indicates that psychic distance has a negative impact on principal opportunism. fsQCA, however, provides further solutions that the specific combinations of these predictors or their negation predicts principle opportunism.

Hemiplegia-induced immobilizatoin and reduction of mechanical loading in chronic stroke limbs are common cause of disuse osteoporosis. The purpose of this study was to investigate the effects of asymmetrical weight bearing on the loss of bone mineral in the individual with chronic stroke. Sixteen hemiplegic patients with strokes were evaluated. The measurements of bone mineral density (BMD) were evaluated with the quantitative ultrasound system on the calcaneus region of the paretic and non-paretic side. Plantar pressure was measured using the Mat-Scan system. The paretic side showed significantly smaller values in the T-score of BMD, and peak value of plantar pressure, which included forefoot, midfoot, and hindfoot, than the non-paretic side (p<.05). Results from the pearson correlation analysis showed statistically significant correlation between the BMD difference and the peak-pressure difference of midfoot pressure (p<.05). This finding indicated that BMD loss depended on decrease of body weight born on the paretic leg.

Jin, Jae-Hee. 2004. Aspects of Teacher-centered Communication in Conversations between Teachers and Learners in the Korean Language Classroom. Sociolinguistic Journal of Korea, 12(2). This paper examines how and why asymmetrical relationships are constituted through verbal interactions between teachers and students in the Korean language classroom. According to van Dijk (1989), 'power' in institutions such as hospitals or classrooms is best conceptualized as ‘group power asymmetrical relations’ between groups. As is the case for institutional members, members of dominant groups may derive their individually exercised power from the overall power of the group to which they belong. Speakers often possess an institutional role and their conversations are backed by the power or authority of the institution. From this perspective, this paper examines how power is being exerted and assigned in conversations between teachers and students in the Korean classroom. First, this research examined if the turns at talk for the participants (teacher and students) were equally distributed. The results showed that the teacher took about 50% of the total turns at talk, which is about eight times as many turns taken by each student. This indicates that the flow of classroom conversation starts from the teacher, or in other words, is teacher-centered communication. Second, this research considered inequality that occurs during problem solving meaning negotiation. Research results also showed that in 165 negotiated exchanges, over 85% were initiated by the teacher, which underscores the extremely asymmetrical instigation of conversation in Korean language classrooms. Student deficiencies in fluency and initiation, teacher questioning methodology and dialogue guidance, the teacher's almost exclusive right to choose the topic, the excessive adaptation of students to the classroom environment as well as the nationality of students were all factors contributing to this phenomenon.