基于供应链领导力影响的绿色供应链演化博弈研究

为促进供应链企业之间更好地实行绿色生产，文章通过引入供应链领导力这一影响因素，构建绿色供应商与制造商之间合作行为的演化博弈模型，并针对模型求解，再应用MATLAB仿真模拟验证模型。研究结果表明：绿色供应链中的供应商与制造商之间的共同合作取决于违约处罚金是否大于创新成本，当处罚金大于创新成本时，系统则倾向于实行绿色创新；供应链领导力补贴促进了制造商的绿色创新，完善供应链领导力补贴机制有助于绿色供应链的构建。     

考虑容量和弹性的供应商选择和批量分解模型

为了解决供应链运作流程中供应商交付失败风险影响供应链绩效问题,提出了多源采购环境下供应商选择和批量分解模型.首先阐述了供应商具有容量限制和弹性能力情形下,买方期望总成本包括期望损失成本、弹性努力成本、供应商维持成本和周期采购成本,并给出了相应的数学描述.其次研究了供应商特征对供应商选择和批量分解决策的影响,给出了相应的数值仿真.结果显示,供应商最大交付能力、交付失败概率和弹性能力是影响决策的关键因素.最后指出当前研究焦点仅是买方期望总成而本而忽略了供应商成本,应该综合考虑供应链系统双方成本.     

长飞光纤光缆有限公司供应商管理库存(VMI)模式实施研究

研究了供应链管理环境下新的库存策略——供应商管理库存,通过对长飞光纤光缆有限公司实施供应商管理库存流程的分析,指出了该公司在实施VMI过程中出现的问题并给出了相应的对策,同时提出上下游企业之间只有实现信息资源共享与战略性合作才能真正实现双赢。     

会议旅游供应商合作关系研究

供应链管理这一新型的管理理念自20世纪80年代产生之后,在制造业得到了较多的关注和应用。然而,这一先进的新型管理工具在会议旅游产业的应用还较少。本文研究了会议旅游供应商合作关系的意义并构建了以专业会议策划商为核心企业的会议旅游供应链;然后实证研究了各个会议旅游供应商之间的合作关系,以期结论能对会议旅游供应商合作关系的发展提供一些借鉴,使其在激烈的会议旅游市场竞争中获得竞争优势。     

电子商务与供应链管理问题探讨

以信息和网络技术为依托的电子商务的发展,使市场竞争更为激烈,也使企业与供应商、消费者之间的合作成为企业参与竞争的关键因素。企业与企业之间的竞争,而是以核心企业为中心的供应链之间的竞争。通过分析电子商务与供应链管理的关系、电子商务的发展对供应链管理的影响以及在电子商务环境下供应链管理主要存在问题,提出电子商务环境下供应链管理策略。     

基于需求不确定和交货期不确定的供应链协调研究

讨论了单周期中一个供应商和一个零售商的供应链系统。零售商向面,临交货期不确定的供应商订货,同时零售商面临一个具有固定销售时期需求不确定的环境。供应商力图在销售时期开始的时候提交订货量,当交货期发生延迟时,供应商通过出售期权来协调和零售商之间的关系,并试图优化零售商的订货量。建立了基于期权机制的供应链协调模型。结论表明,采用期权协调供应商和零售商的机制是切实可行的,并给出算例验证了这一结论。     

电子商务下供应链管理模式评价的研究

随着电子商务和信息技术的发展,电子商务与供应链管理不断结合,依次产生了以AFR、VMI、CPFR为代表的电子商务供应链管理模式。这三种模式在供应链企业之间的合作关系上进行了有继承却又相异的安排,这种继承性与相异性体现在计划协调供应链管理的复杂过程中。因此,对比评价三种典型管理模式对供应链整体绩效的影响因素及优化程度。有助于改进供应链资源的有效配置并建立新的更有效的模式,有助于企业在决策时选择更适合自身的合理的管理模式,探索一条组合应用几种模式的新方向。     

压力事件下的大学生心理健康研究：以心理弹性为中介

外界环境与内在生理机制的改变都会影响大学生的心理健康,而压力水平、心理弹性更与心理健康问题密切相关。本研究采用问卷调查的方法,从心理弹性和压力水平两个方面对大学生群体的心理弹性和压力水平与个人心理健康之间的关系进行了探讨。研究表明：性别的不同对大学生的心理健康有不同的影响;心理弹性的大小对压力水平和心理健康之间的关系起一定的调节作用。本研究进一步了解了心理健康及其相关因素的作用机制,有助于对大学生心理健康问题提出针对性解决方案。     

消费者信息投入对供应链广告与定价策略的影响（英文）

通过建立博弈模型,研究了4种不同成本分担模式下供应商和零售商的均衡策略和均衡收益,分析了消费者信息投入对各均衡结果的影响,并对比了4种情形下的均衡策略和均衡收益,讨论了不同成本分担模式对供应商和零售商的影响.结果发现,消费者信息投入的有效性取决于广告和产品价格对市场需求的相对影响.当广告对市场需求的影响小于价格带来的影响时,消费者信息投入会导致供应商和零售商收益降低.当制造商和零售商共同承担消费者信息投入时,制造商会通过提高批发价格将消费者信息投入成本转移给零售商.相较于非合作广告,当制造商和零售商进行广告合作时,2个企业都会提高定价;考虑消费者信息投入时,供应商更倾向于进行广告合作,而零售商则偏好非合作广告.     

教师支持对西藏藏族初中生学业自我概念的影响——心理弹性的中介作用和幸福感的调节作用

为考察教师支持对西藏藏族初中生学业自我概念的作用及影响机制,研究采用教师支持量表、学业自我概念量表、心理弹性量表和幸福感量表对西藏自治区666名藏族初中生进行调查。研究结果发现,教师支持对藏族初中生学业自我概念的直接影响不显著;心理弹性在教师支持与藏族初中生学业自我概念之间起完全中介作用;幸福感调节了心理弹性与学业自我概念的关系。进一步分析发现,当藏族初中生幸福感水平高于2.37时,幸福感才能调节心理弹性与学业自我概念的关系。     

Teacher resilience: theorizing resilience and poverty

In this article, I hope to provide some novel insights into teacher resilience and poverty on the basis of ten-year long-term ethnographic participatory reflection and action data obtained from teachers (n?=?87) in rural (n?=?6) and urban (n?=?8) schools (n?=?14, high schools?=?4, primary schools?=?10) in three South African provinces. In resilience debates, resilience in poverty-saturated schools is generally indicated as both process and outcome. Evidence from this study posits resilience processes in poverty as a lifeline chain, linking uninterrupted incidences of adaptation one after the other. Thus, rather than once-off incidental processes depicting a clear adversity beginning and positive adaptation end, adapting to poverty calls for resilience qualities characterized as a cable of nonstop vigilance. To mediate risk during resilience processes, the teachers in the study made use of traits such as compassion, creativity, optimism and especially flocking to access and use scarce protective resources. In the lifeline chain of resilience, the teachers demonstrated mostly positive outcomes as well as instances of maladaptation and thriving. Teacher resilience in poverty contexts means that teachers ceaselessly adapt in a sequence of linked incidents to a procession of risks. They use particular traits to unite and direct their adaptive series of behaviors in order to transform high-risk schools into supportive spaces where they sometimes thrive, and sometimes feel distressed but mostly function effectively as teachers.     

对心理弹性概念的重新审视

心理弹性研究正受到来自各方的积极关注,然而围绕心理弹性的基本概念仍存在着一些值得探讨的问题。对心理弹性的研究历程,心理弹性概念的争论进行综述,认为心理弹性是个体在一定时间内在不同的情境下受到压力后仍然表现出健康心理的现象。并对心理弹性的测量进行了探讨,以促进这方面理论与实践的研究。     

School bullying,subjective well-being,and resilience

The aim of the current study was to examine the role of resilience in the victimization experiences of students and their subjective well-being as well as to explore gender and age-related effects. Initially, 558 students (52.15% male) from grades 6 to 10 participated in the study completing The Student Aggression and Victimization Questionnaire, The Mental Health Continuum, and the Connor–Davidson Resilience Scale. One-hundred and twenty-seven (22.8%) students were excluded from the final analysis, as they did not report any victimization experience during the past 3 months. Males in all year levels reported higher levels of well-being and resilience compared with females. No gender differences were found in victimization experiences. Languishing students were found to be at higher risk of experiencing serious victimization. Resilience was not found to moderate the effects of victimization on mental health, but a higher level of resilience appeared to be related to more positive well-being for boys and younger students. Limitations of the study and implications for anti-bullying interventions are briefly discussed.     

Sustaining emotional resilience for school leadership

Driven by the country's need to compete in a global economy, the UK government is imposing rapid and relentless educational change on schools. School leaders face the challenge of managing the impact of externally driven change and supporting others' resilience while frequently paying scant attention to their own. Six semi-structured interviews with headteachers and a review of the literature provide an insight into complex relationships which underpin school leaders' emotional resilience. A model is proposed which suggests where attention should be focused to strengthen resilience. Recommendations are made affecting headteachers, school governors, authors of leadership development materials and government policy-makers.     

Family strategies to support and develop resilience in early childhood

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have followed children from kindergarten/preschool into primary school. Using data gathered primarily through interviews with parents (mothers in each case), this paper presents a qualitative naturalistic sub-study that used deductive thematic analysis to explore the different strategies used by families to support their child’s resilience. Our findings highlight that resilience was a salient concept for all of the mothers in the study and each mother articulated a range of strategies they used within the family to try and support their child’s development and resilience. These strategies were constrained by the settings in which the families lived.     

Critically re-conceptualising early career teacher resilience

In this paper, we describe how and why we adopted a socially critical orientation to early career teacher resilience. In re-conceptualising early career teacher resilience, we expose the normative components of resilience by revealing the implicit values, beliefs and assumptions that underpin most traditional conceptions of resilience. We argue against the hyper-individualisation of the concept because it leads to a diminution of the influence of situational and structural forces on early career teachers’ experiences, and shifts primary responsibility for early career teacher well-being onto the individual. We lay the groundwork for a critical perspective on teacher resilience capable of illuminating the ‘problems’ of early career teachers within a broader social, cultural and political context. Our analysis is designed to promote further debate about new ways of seeing early career teacher resilience with the aim of creating and sustaining a spirit of optimism and human agency, as well as a sense of health and well-being among early career teachers.     

Supporting resilience in early years classrooms: the role of the teacher

It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child’s formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research Council-funded longitudinal study which investigated resilience in the context of significant transitions in the lives of children and young adults. This study explored the conditions and characteristics of resilience, looking at the educational, health, work-related or leisure interventions that support and foster resilience. Outlined in this paper are findings from the early years cohort of the study involving teachers’ pedagogy informing the practical approaches and strategies that promote and protect resilience in young children. It is argued that teachers working with young children need to be mindful of using enabling strategies in which their practice works purposively with the school environment and the building of relationships.     

The journey of two Latino educators: our collective resilience

This article represents a journey into education undertaken by two Latino educators from diverse generations. Through the content of the narratives, we emphasize that success was achieved within the presence of oppression. The narratives reveal significant constructs that shaped our journey. For the first author, Pablo, role models, pivotal moments, and resistance had a powerful influence in his journey. Family lessons and self-sacrifice were key to the success of the second author, Yolanda. These constructs contributed to both of our resilience and success. We suggest that the aforementioned constructs have significant implications for Latino youth in the educational system.     

Academic risk and resilience for children and young people in Asia

Abstract

In studies of academic resilience, researchers seek to identify factors that protect against adverse effects caused by risk and stress, and which ultimately assist students to be academically successful. However, because relatively few studies are conducted in Asian settings, Western-based research may have limited application for policy and prevention in the Asian context. It is therefore important to expand the context and culture in which resilience research takes place. This paper highlights academic resilience factors among Asian students that are located in the multiple levels of the social ecology (including individual, peers, family and school). This is consistent with results from the Western context. However, it also reports on some differences in academic resilience factors that are found both within Asian countries and between Asian and Western countries. From these results, we might thus conclude that alongside pan-human factors, Asian students’ academic success can also be considered in part due to uniquely Asian attributes. This reaffirms the importance of considering culture and national context in studies of academic resilience. Taken as a whole, this collection of papers showcases multiple approaches to building academic resilience and empowering students and their educators and caregivers across the Asian region.