虚拟社区研究现状及展望

在阐述虚拟社区定义和分类的基础上,采用内容分析法,从文献的研究内容及研究方法两个维度切入．对国内外虚拟社区研究现状做了简要的统计及分析。认为我国对虚拟社区的应用、绩效评估以及产业化应用等内容的研究相对缺乏,研究方法上并不注重定量分析方法的应用。目前我国在虚拟社区研究及实际应用中亟待解决虚拟社区成员行为方面的定量研究、虚拟社区在知识共享上的运作机制及绩效评价这两方面的问题。     

区域生态经济治理优化决策效率评价研究

本文采用文献研究和因子分析法建立评价指标体系,选取我国生态治理中具有代表性的区域--陕西省,运用DEA-Malmqusit方法测算了2004至2014年间生态经济治理优化决策效率。采用output-SBM模型对2014年我国31个省份的生态经济治理优化决策效率进行测算。结果表明,陕西省的生态经济治理优化决策效率呈下降趋势;中、西部省份生态经济治理优化决策效率整体不及东部省份的效率值;东部省份在森林蓄积量和保护区面积占辖区面积比重两个产出指标存在产出不足现象,中、西部省份在人均水资源量和工业废水排放量两个产出指标存在产出不足现象。     

心功能指数评定标准的研究

本课题是经国家体委全国选材中心组专家提议,由湖北省体科所牵头,全国10个省市参加协作研究的简易心功能(即30秒30次蹲起机能试验)评定标准的研究。目的是为运动员科学选材、机能评定、体质评价提供较为可靠的参考资料。在对全国10个省市2223人按统一的测试细则进行测试后,通过数据审核、正态检验、曲线拟合、离差法等数据处理方法,进行统计计算分析,制定出适合我国青少年儿童生长发育规律的评定标准。研究还表明,这种机能试验在1岁生物年龄为界之间及性别间没有显著性差别。是否这种机能试验在负荷强度、时间上均还不够,需要做进一步的研究。     

转变职能强化监管促进新闻出版繁荣

新闻出版是社会主义文化的组成部分,是建设传播“先进文化”的栽体,因此在当前新形势下 要求新闻出版管理工作者要转变思想观点、转变职能、转变工作重点,转变工作作风。     

Three Little Monks

On the top of a mountain, there was a temple （寺庙）. A little monk lived in the temple. There was no water in the temple. He went down the mountain and carded two pailfuls （桶） ,of water every day.     

“三个代表”重要思想是党必须长期坚持的指导思想

“三个代表”重要思想具有马克思主义的世界观、方法论,是与马克思主义体系一脉相承的,它深刻回答了新的时代课题,科学地涵盖了共产党执政规律、社会主义建设规律和人类社会发展规律,实现了党在指导思想上的与时俱进,是我们党必须长期坚持的指导思想。     

使用问卷法进行市场调查应注意的几个问题

本文针对企业或市场调查公司在实施市场调查中使用问卷法应注意的几个问题做了深入剖析,提出了解决方案和相应见解。     

The benefits and challenges of the integrated programme for children with disabilities in mainstream kindergarten-cum-child care centres in the Hong Kong Special Administrative Region: implications for social change

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in mainstream kindergarten-cum-child care centres (Kg-cum-CCCs), which serve children from 2 to 6 years old. This study focuses on the perceived benefits and challenges of the integrated programme implemented in mainstream Kg-cum-CCCs. Thirty stakeholders (18 school personnel and 12 parents of children with and without disabilities) from six integrated Kg-cum-CCCs took part in a series of semi-structured in-depth interviews, providing a comprehensive database for this study. The data were analysed with reference to previous studies on the integrated programme for children with disabilities in the context of the current educational experience in the HKSAR. The findings indicate that the stakeholders believe that the integrated programme can benefit children with and without disabilities, but that it can also cause challenges for these children. Implications for policy and practice are discussed.     

Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts

Based on a Vygotskian perspective, as well as a broader socio-cultural perspective, we propose a transactional model of social processes and artifacts to investigate young children's social construction of their computer experience. An ethnographic study was conducted in a first-grade classroom at a public school located in a Midwest town. A grounded-theory approach was used to analyze video, field notes, interviews, and artifacts. The results indicate that young children constantly negotiate between their own individual and collective goals in the classroom and the affordances of the environment, as they create their own definition of computer use while simultaneously conforming to the rules set by the teacher. The artifacts students use—the computer, a timer, and waiting lists—both enable and challenge children's social negotiation. In this negotiation process, children socially construct not only their computer experience, but also their early school experience on a whole. The transactional model provides a useful theoretical framework to study children's social practice as well as practical suggestions for teachers to optimize students' collaborative interaction.     

Multilevel analysis of primary students' perception and deployment of self‐learning strategies

This study focuses on primary students' self‐learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self‐learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help‐seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment.