Market versus Mandator. Control Structure and Strategies for Change in School Organizations 1

Berg, G. 1984. Market versus Mandator. Control Structure and Strategies for Change in School Organizations. Scandinavian Journal of Educational Research 28, 49‐70. An organization's activities are a function of the external control originating in its environment and the internal control regulating the interaction of its various component parts. In other words, an organization is shaped by its external and internal control structures. The nature of this control varies from one organization to another, the character of the control structure being dependent on the tasks or functions the organization is there to perform. It is argued that the type of control structure existing determines (a) what theoretical model has the greatest explanatory value in an analysis of phenomena occurring in a specific organization, and (b) what strategy for change corresponds to the control structure in question.

     

犯罪主体社会网络视角下的未成年人犯罪战略情报分析研究

[目的/意义] 以犯罪主体为新视角，以同主体类型犯罪为研究对象，提出"情报源-主体-案件-犯罪问题"的未成年人犯罪现象的研究思路，以分析未成年人犯罪的诱因、特点以及未成年人犯罪案件中的犯罪主体的影响因素，揭示未成年人犯罪规律，从而为实践中防控和治理未成年人犯罪现象提供更多战略情报分析思路。[方法/过程] 采用文本分析与社会网络分析方法，设定同主体类型犯罪问题而并非单个案例为情报研究对象，通过提取该类案例样本中与犯罪主体相关联的信息，构建犯罪主体社会网络，进行相应的理论探讨及实证研究。[结果/结论] 研究表明，社会网络分析适用于一定范围内未成年人犯罪现象的研究。基于犯罪主体社会网络的未成年人犯罪战略情报分析有利于客观地揭示此类特殊主体犯罪规律和犯罪特点，发掘犯罪主体影响因素，能够为未成年人犯罪战略情报分析的实施提供有效的辅助和决策支持。     

规范内化下学术社区知识贡献仿真

[目的/意义]外部奖惩缺位时,学术社区成员自觉进行知识贡献行为有待研究。[方法/过程]通过建立复制者动态方程,解释了在有限理性的学术虚拟社区知识贡献活动中,规范内化者和投机者的演化博弈,并将其纳入NetLogo平台中进行计算机仿真,模拟了更贴合学术虚拟社区现实的规范内化演化。[结果/结论]结果显示,社区知识积累、组织规模和认知成本均为社区成员放弃理性计算,选择自觉遵守规范,主动贡献知识的利他行为的影响因素,并据此对学术虚拟社区规范化管理提出建议。     

Cardiac structure and function in weight trainers, runners, and runner/weight trainers

The purpose of this study was to describe and compare cardiac structure and function in adult male weight trainers, runners, and those who do both activities. Subjects had actively participated in the various training programs for the previous five years. Age ranged from 28.4 to 31.3 years in the three groups. Echocardiography was used to assess selected heart diameters, volumes, indices of contractility, and thicknesses, while VO2 max and percent body fat were measured using standard methods. Heart structure and function were expressed in absolute terms and relative to total body weight. An alpha level of .05 was used in all comparisons. Results indicated the runners demonstrated significantly greater relative LVIDd, LVIDs, and LVPW than the weight trainers. The runner/weight trainers possessed significantly greater relative LVIDd, LVIDs, LVPW, IVS, and LVEDV than the weight trainers. No significant differences, absolute or relative, existed between the runner and runner/weight trainer groups in any of the myocardial structure and function variables. It was concluded that men who run or run and weight train have similar structural and functional characteristics of the heart and possess greater relative internal diameter and left ventricular wall thickness than men who only weight train.     

Influence of different types of exercise on the expression of haem oxygenase-1 in leukocytes

Haem-oxygenase-1 (HO-1) is an antioxidant stress protein that is mainly induced by reactive oxygen species, inflammatory cytokines and hyperthermia. We assessed the influence of different types of exercise on HO-1 expression in leukocytes of the peripheral blood in three groups of male participants: a short exhaustive run above the lactate steady state (n = 15), eccentric exercise (n = 12) and an intensive endurance run (half-marathon, n = 12). Blood samples were taken at rest and up to 24 h after exercise. Blood lactate concentration after exercise was 9.0 +/- 2.1, 3.8 +/- 1.6 and 5.1 +/- 2.2 mmol x l(-1) (mean +/- s) for the exhaustive run, eccentric exercise and half-marathon groups, respectively (P < 0.05). Creatine kinase concentration was highest 24 h after exercise: 133 +/- 91, 231 +/- 139 and 289 +/- 221 U x l(-1) for the exhaustive run, eccentric exercise and half-marathon groups, respectively (P < 0.05). The maximal increase in leukocyte counts after exercise was 11.5 +/- 19.2, 6.2 +/- 1.4 and 14.7 +/- 2.1 x 10(9) x l(-1). There was no change in HO-1 as a result of the short exhaustive run or the eccentric exercise, whereas the half-marathon had a significant stimulatory effect on HO-1-expression in lymphocytes, monocytes and granulocytes (P < 0.001) using flow cytometry analyses. In conclusion, eccentric exercise alone or short-term heavy exercise are not sufficient to stimulate the antioxidative stress protein HO-1 in peripheral leukocytes     

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self‐regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs.     

Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice

Amidst the considerable literature published on institutional change in undergraduate teaching and learning, an article co-authored by Robert Barr and John Tagg in 1995 stands out. The authors offered a vision and —perhaps most importantly—gave it a memorable name, the Learning Paradigm. From Teaching to Learning—A New Paradigm for Undergraduate Education is the most frequently cited article in the history of Change. In this article, Barr blended his voice with colleagues who helped initiate Learning Paradigm programs at a public university and in a liberal arts college setting. Through multiple forms of inquiry, including discourse and metaphor analysis, they interpreted the shift from teaching to learning and speculate about its future.