大规模定制下供应链柔性灰关联度量分析

在大规模定制生产的基础上,对大规模定制供应链柔性的进行研究.在提出和界定柔性系数这一概念和影响它的六个主要因子的基础上,利用灰关联方法科学的计算出影响大规模供应链柔性关键因子,并以某家电企业实际数据为例进行实证分析.     

WTO环境下中国高校图书馆事业发展述略

概述国内就WTO环境对图书馆情报事业的冲击和影响等进行探讨取得的成绩，分析中国加入WTO后对我国文教、高校图书馆事业的影响，从多个方面总结高校图书馆工作取得的成绩和应对WTO准备的不足，提出WTO环境下高校图书馆事业发展的建议。     

Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program

Forty‐four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research‐based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands‐on” extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social‐emotional competencies and (b) language development and emergent literacy skills. Take‐home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty‐six 4‐year‐old children tracked their progress over the course of the 1‐year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.     

Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills

Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children. Results indicate that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income, and children's age, sex, and receptive vocabulary skills. The findings provide further support for the implementation of preventive curricula that focus on both social and emotional development as well as attentional development as one strategy for improving future academic success in young children.     

Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties

This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.     

Temperament and Parenting Antecedents of Individual Differences in Three-Year-Old Boys' Pride and Shame Reactions

To examine individual differences in pride and shame reactions of 3-year-olds and their temperamental and parenting antecedents, 110 boys were studied at ages 36 and 37 months in a "rigged" achievement situation. After being trained to complete explicitly stipulated "easy" and "difficult" tasks before a buzzer sounded, success and failure were manipulated by artificially "rigging" how much time the child had to work on these tasks. Children's facial, verbal, and postural reactions to success and failure were composited to create pride scores following success and shame scores following failure. As expected, pride reactions were greater following success on the difficult than on the easy task, and shame reactions were greater following failure on the easy than on the difficult task. Early temperament (at 12/13 months) proved unrelated to pride and shame. With respect to parenting, measurements composited across 15, 21, 27, and 33 months showed that mothers and fathers who were more positive in their parenting had children who displayed less pride, and that children whose parents (especially mothers) were more negative in their parenting evinced less shame. These counterintuitive findings are discussed in terms of differences between assessments of parenting obtained in this investigation of parenting antecedents and those obtained in other studies of parental responses in the achievement situation itself. Directions for future research are outlined.     

Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation

Abstract

Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.     

One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children in kindergarten?

Research on the effects of preschool dosage on children's early academic functioning has been limited despite the substantial policy implications of such work. The present study adds to a growing literature on this topic by examining how the number of years enrolled in an enhanced preschool program impacts the school readiness of primarily low-income children at kindergarten. Multi-level modeling was used to account for nesting of children within classrooms. To control for potential selection bias since children were not randomly assigned to receive one or two years of preschool, propensity score one-to-one matching was used to create the two participant groups. Receiving a second year of preschool led to significant improvements in children's early literacy and numeracy skills. Implications of these results for preschool interventions are discussed.     

基于IP核开发模式的高校集成电路设计发展策略研究

高校是我国IC产业链中不可缺少的一部分,针对当前集成电路领域企业缺少原始技术积累、高校成果转化困难的问题,提出一种以IP核合作方式促进高校集成电路设计加快发展、实现高校与企业双赢的创新机制.以西安交通大学SoC设计中心近十年来的发展历程为案例进行分析,提出基于IP核开发的高校集成电路设计发展的具体策略.