中国农业旱灾承灾体脆弱性诊断与区域可持续发展

基于致灾因子和承灾体的区域组合,得到中国旱灾中心与农业承灾体的分布规律;选择雨养农业(兴和)、灌溉农业(邢台)和水田农业(鼎城)为主要承灾体类型(典型区),构建了农业旱灾承灾体脆弱性诊断指标体系;提出脆弱性评价的区域模型,即:雨养农业的易损-适应模型、灌溉农业的生产-生活压力模型和水田农业的需水-灌水模型,并以兴和为例,进行了农业旱灾承灾体脆弱性评价;依据构建的3个典型农业旱灾承灾体脆弱性形成机制和区域可持续发展的模式,提出制定适应降水变化的波动土地利用结构调整区域政策、建立农业生态-生产范式、建立“水银行”管理机制、建立用水效益和开源节流的评估体系以及加强“截水—抽水—控水”为一体的灌溉系统工程建设,提高灌溉应急能力等对策,以期为农业旱灾的防御和减灾决策提供科学依据。     

(2+1)维非线性薛定谔方程的线畸形波及其传播特性

采用一个通用的理论,即用相似变换的方法,研究构建了(2+1)维非线性薛定谔方程的精确畸形波解,并进一步讨论了一阶、二阶光学畸形波的传输特性,我们提出的线畸形波概念在理论和应用方面都具有启迪价值.     

基于IS应用能力的价值共同创造模型(英文)

为研究电子商务背景下企业和顾客之间的价值创造,从关系观的理论视角构建基于IS应用能力的价值共同创造模型,分析IS应用能力、关系资产、顾客敏捷性和关系价值的构念和维度,应用实证方法验证理论假设.实证研究验证了顾客敏捷性在价值创造的中介作用、IS应用能力对关系资产的互补作用及其对关系价值产生的影响.基于IS应用能力的价值共同创造模型拓展了服务主导逻辑下的价值创造框架,新的理论模型和实证结论解释了电子商务环境下企业通过IS应用能力与顾客进行价值共同创造的机理,为进一步的理论发展和企业实践提供指导.     

基于否思牛顿范式的教育管理学学科体系的构建设想

牛顿范式在相当长的时间里影响着人们的管理理论和方法,这种范式为研究教育管理学学科体系带来了深层启示.在否思牛顿范式理论主要内容的基础上,抽取其范式理论的精髓,并与构建教育管理学学科体系做参照呼应,以此为构建学科体系的模型铺就研究路径;最后提出"两极(教育学和管理学)一四维(学科属性、研究对象、学科结构和学科特性)一多族(学科互涉关系)"扩展模型的教育管理学学科体系的设想.     

重构西方民主实践与理论的创新之作——评佟德志著《现代西方民主的困境与趋势》

当代中国对西方政治思想的研究相伴于政治学研究在当代中国的重建与发展.这种研究在当代中国呈现出了这样一种发展阶段和趋势:一、对于西方政治思想单纯的介绍和附和式的评价;二、对于西方政治思想的独立研究与评价,包括专题式的对于某一思潮、流派、思想家的评价,还包括概括式的超出某一思潮、流派、思想家的一般性评价;三、对于西方政治思想研究的范式创新,即在解读西方政治思想过程中提出新的概念、分析框架和一般理论.本书即体现了中国学者研究西方政治思想的第三个阶段.它不是对西方政治思想的简单介绍与评述,也不止是对西方政治思想的系统梳理,而是试图在对西方民主实践与思想的解读中,创造新的概念,构建新的分析框架,并试图提出一般性的理论.它的出版,反映当代中国学者对于西方政治思想研究的一个新的发展阶段.     

新时代大学学科成效评价理论框架与应用探索北大核心CSSCI

通过分析我国高校新发展阶段评价模式和方法改革的供给需要,认为强化成效和效能是新时代我国高等教育发展的战略需求。对大学学科建设成效评价概念内涵、评价分类进行系统性研究,在此基础上提出立体思维成效评价体系构建新模式、二维结构成效评价体系模型构建新思路。最后,给出了成效评价体系和评价方式确立的四条实施路径,为新时代大学学科成效评价提供理论和应用参考。     

高校课程思政综合评价指标体系构建——基于CIPP评价模式的理论框架

本研究基于CIPP评价模式的理论框架,以教育部《高等学校课程思政建设指导纲要》等政策文本和质性访谈结果为依据,在初选课程思政教育活动评价指标的基础上,通过测量工具(量表)收集研究样本,在对样本数据进行项目分析、因子分析和信度检验后,形成了稳定的“背景评价、输入评价、过程评价和结果评价”四维结构,并分离出政治环境、课程资源、教学方案、教学效果等11个二级指标(公共因子),同时以因子分析过程中所产生的因子得分系数对各级指标进行权重赋值,从而完成指标体系的构建。本研究所构建的指标体系既关注了课程思政教育活动的过程性与覆盖面,也注意引导评价者坚持形成性评价与结果性评价相结合,具有一定的实用价值。     

隐喻研究框架中的蓄意隐喻理论新发展

蓄意隐喻理论是隐喻研究领域中一个新兴的理论。在概念隐喻的基础上,将交际维度引入隐喻的模型构建之后,斯蒂恩(Steen)正式提出了蓄意隐喻理论。该理论一经提出,便引起了全球范围内学者的广泛讨论。在后续的发展中,斯蒂恩又将指称维度引入隐喻模型。该文将在隐喻的四维立体新模型基础上对蓄意隐喻理论的源起、内涵、隐喻加工过程以及蓄意隐喻的功能进行陈述与讨论。新的隐喻四维模型是由交际中构建话语的4个不同心理模型发展而来的,这表明隐喻和隐喻加工都是四维现象,且二者相互关联。     

区域农业可持续发展评价指标体系及综合评价模型研究

构建了区域农业可持续发展水平评价指标体系和能力评价指标体系，并在建立了多指标综合评价模型的基础上以梅州市为例进行了评价分析，最后对指标体系和评价模型的理论与实际应用价值进行了讨论。     

地方法治视野下社会管理法治及其绩效评价体系构建的研究进路——以南京市江宁区社会管理法治化实践为例

社会管理法治化无论是在理论研究层面还是在实践操作层面,都是社会管理创新中的一个极其重要的方面.但是随着社会管理法治化从理论命题到实践操作的深入,还有诸多问题值得研究,而如何来评估社会管理法治化的绩效就是其中重要的一个.基于地方法治建设视野下社会管理法治化的实践,就其绩效评价体系构建的原则和基本路径进行一般性研究,试图为地方社会管理法治化实践构建一个能够测度和评价其效果的理论和实践思维进路.     

区域可持续竞争力理论SSC与广州可持续竞争力评价--兼与北京等6个城市比较

区域竞争力应当是一个可持续概念。因此,反映竞争力的指标应当包括一般的表层经济指标和可持续指标。经过建立可持续竞争力指标体系和计算,本论文发现,广州等7个主要城市都具备一定的可持续竞争力,但是,教育和科技仍然滞后,可持续性将受到掣肘。     

Evaluating multi-institutional partnership sustainability: a case study of collaborative workforce development in renewable energy assessment

Partnership evaluation typically occurs during the final stages either to assess why a collaborative effort did not work or to identify the indicators of success. Partnerships are rarely evaluated at their incipient stage, which is a critical time to assess their potential for long-term sustainability. In this paper, we present an early-stage evaluative framework for assessing multi-institutional academic partnerships’ sustainability based on 3 dimensions: decision processes, problem orientation, and social capital. We apply the evaluative framework using case study research to the Renewable Energy Assessment (REA) Program, a workforce enhancement academic partnership that focuses on facilities and lands viability assessment. Using the evaluative framework, we identified critical elements present within and missing from the REA Program that could influence the partnership's long-term sustainability. This study demonstrates the need to conduct incipient stage and ongoing evaluations to foster partnership sustainability, and provides a framework for conducting such assessments.     

公共卫生危机预警管理能力评估指标权重分析

公共卫生预警评估体系是政府预警能力提升的有效工具和指导框架。在评估体系设计中,评估指标的选取遵循全面、敏感、及时、准确的原则。通过层次分析法的定性判断定量化计算,能够对各指标的相对权重进行赋值．从而为评估的开展提供较为客观科学的判断依据。     

Assessing Learning Quality: reconciling institutional,staff and educational demands

Two major frameworks for educational decision making, including decisions on assessment, can be distinguished: quantitative, whichis adequate for construing some kinds of learning; and qualitative, which should be the appropriate framework for enabling decisions flowing from most tertiary educational aims. However, for various reasons, institutions implicitly encourage a quantitative framework for assessment‐related decision making, particularly evident in the recent emphasis on accountability and performance indicators. This is unfortunate because, through the backwash effect, quantitative modes of assessment encourage surface approaches to learning, which typically lead to low cognitive‐level outcomes that are not compatible with stated course objectives. It is argued that an institution and its educational practices comprise a system in equilibrium, and that if educational goals are to be realised, the whole system needs to be compatible with those aims.     

A sustainability education academic development framework (SEAD)

Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine what an ideal academic development programme for sustainability education might look like, a theoretical framework for sustainable education and academic development (SEAD framework) was constructed. This was based on an analysis of the literature in the areas of sustainability education, academic development and organisational change in HE. The aim of this paper was to present and analyse the theoretical SEAD framework against three international academic development programmes in sustainability education for HE, which utilised different approaches and delivery modes. From this analysis, it is possible to determine the elements of academic development that would most likely result in a change in educational development and delivery.     

基于中国高校实践的可持续创业教育体系探析

全球可持续发展背景下,创业教育也呈现出绿色化趋势。基于这一认识,分析创业教育与可持续发展经济、社会、环境三重底线的关系,梳理经济、社会和环境三个导向的中国高校创业教育案例,有助于构建整合的可持续创业教育框架。而要保障绿色创业教育体系的实施,教学内容应模块化,课程结构设计应功能化,互动教学方法应仿真化,与之相应的教学保障体系也应立体化。     

福建省山地农业资源的时空性与可持续利用模式研究

本试图在国际公认的可持续发展思想框架下，对福建省山地进行案例研究，运用自然地理学和生态学等多学科的基本理论，通过土地生态类型格局分析，分析福建省土地利用现状及其存在问题，揭示山地生态环境类型结构与功能的异质性和有序性，从而提出山地农业资源持续利用的模式，为土地可持续利用提供有效的决策支持。     

Evaluating sustainability education: lessons from international development experience

Since the mid 1970s, a series of international declarations that recognize the critical link between environmental sustainability and higher education have been endorsed and signed by universities around the world. While academic initiatives in sustainability are blossoming, higher education lacks a comprehensive evaluation framework that is specifically tailored to the challenges of assessing sustainability programs. The article elaborates a novel framework for assessing the diverse set of higher-education curricular, research, and community-outreach programs devoted to sustainability based on critical review of quantitative- and qualitative-evaluation methods and on lessons drawn from experience in international development. The proposed multidimensional evaluation framework links process, outputs, outcomes, impacts, and continuous programmatic improvement based on sustained, contextually relevant observations. It engages three core purposes: management evaluation, capacity- and capability-development evaluation, and sustainability evaluation. Embedded in these purposes are key evaluation criteria adapted from an assessment of UNDP contributions to national development: long-term outcomes and impacts; evidence of cross-disciplinary and cross-institutional synergy; and resource mobilization for program enhancement. Along with practical examples of evaluation approaches used by universities in Europe, Japan, and the United States and the lessons that academic sustainability evaluators can draw from these practices, competencies required of graduates from sustainability programs are identified. The specific evaluative questions and methods presented offer universities a useful, conceptually grounded framework for adaptation and application in academic-sustainability assessments.     

Understanding students’ conceptions of sustainability

There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students’ understanding of sustainable development. This paper presents findings from research investigating how one class of 12‐ to 13‐year‐old geography students in the UK understands the concept of sustainability. The research used concept‐mapping and semi‐structured interviews to explore the students’ understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and timescale of sustainability. The paper also considers the impact of method on researching students’ subject understandings, in particular the use of context when considering abstract concepts, such as sustainability, and the different results obtained when conducting interviews versus concept maps.     

Application of system dynamics for assessment of sustainable performance of construction projects

INTRODUCTION Sustainable development is commonly definedas meeting the needs of the present without compro-mising the ability of future generations to meet theirown needs (WCED, 1987). All industries, includingthe construction industry should contribute to themission. Compared to other industries, constructionactivities are generally considered to have more im-pact on the environment, which provides the basicconditions for the sustainability and development oflife on the Earth. The…